To see the other types of publications on this topic, follow the link: Educational leadership – Namibia – Case studies.
Journal articles on the topic 'Educational leadership – Namibia – Case studies'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Educational leadership – Namibia – Case studies.'
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
Nekongo-Nielsen, Haaveshe Ndeutalala, and Elizabeth Ndeukumwa Ngololo. "Principals’ experiences in the implementation of the English Language Proficiency Programme in Namibia." Journal of Educational Administration 58, no. 1 (October 22, 2019): 81–95. http://dx.doi.org/10.1108/jea-06-2018-0113.
Full textAbstract:
Purpose Namibian principals are usually placed in leadership positions without orientation and are found to lack skills to supervise teachers in delivering instruction using the English language. Studies conducted elsewhere in the world found that effective school leadership is needed for the success of professional development programmes. The purpose of this paper is to explore principals’ lived experiences with regard to their roles in the implementation of the English Language Proficiency Programme (ELPP). Design/methodology/approach This paper followed a qualitative inquiry with multiple case study designs to explore principals’ lived experiences during the implementation of the ELPP. Ten schools were selected for the analysis, two from each of the five regions. The schools were selected on the basis of remoteness, the total number of teachers who participated in the ELPP, school phases (i.e. primary and combined) and pre-test scores. Principals were interviewed using exploratory open-ended questions, and data analysis produced five categories under which the results were presented. Findings The findings indicate that principals applied their individual logic to accommodate and implement the programme. They applied their individual productive leadership habitus to contextualise ELPP activities to ease their workload and appear corporative. Principals had significant influence on teacher learning and ensured successful implementation of a ministerial programme. Moreover, their leadership skills influenced the ways in which teachers received instruction and created a conducive learning environment. Owing to principals’ administrative, instructional and transformational leadership, many teachers participated and transcended upward and some were declared proficient in English. Research limitations/implications This study research the effectiveness of leadership regarding English professional development programmes in achieving goals, explore power relations between school principals and education officials when developing and implementing professional development programmes and establish more efficient ways of providing a better leadership model for professional development programmes to achieve goals. Practical implications This paper was limited to a few principals at rural schools in selected regions, therefore findings could not be generalised. Social implications There is a need for creating opportunities for interactions among all stakeholders who are involved in the development and implementation of English proficiency programmes and to build power relations and work as a team to benefit schools. In order to enhance programme implementation and improve learning outcomes, there is also a need to provide feedback at intervals and find solutions to challenges as a team. Originality/value Placing principals in situations without orientation triggered the need for specific leadership logic and particularities to be applied in a context for the success of the programme, which resulted in participation of more teachers in the ELPP. They applied their particularities and productive habitus through administrative, instructional and transformational leadership to enhance learning. Principals appointed English language teachers to instruct and mentor others, and consequently enabled some principals and teachers to exit the programme. Principals achieved these short wins upon realising that one has to cooperate with the authority to ensure achieving desired outcomes.
2
Medina, Monica. "Latino Educational Leadership." Journal of Transformative Leadership & Policy Studies 8, no. 1 (September 26, 2019): 75–82. http://dx.doi.org/10.36851/jtlps.v8i1.1922.
Full textAbstract:
Latino Educational Leadership is a critical book for pre-service and in-service Latino leaders. The book serves as a call to action for Latinx leaders in K-12 and higher education pipeline to advocate, empower, and transform Latinx experiences throughout the P-20 pipeline. The collection of essays in this book draw upon Latino-oriented methodologies and epistemologies to present testimonios, case studies, and theoretical models for building the Latino educational leadership pipeline. My review of this book speaks to its criticality for current and future leaders with respect to the historically marginalized Latino community.
3
Owen, Susanne Mary, Toabwa Toaiauea, Tekonnang Timee, Tebetaio Harding, and Taaruru Taoaba. "School leadership capacity-building: developing country successful case studies." International Journal of Educational Management 34, no. 10 (August 1, 2020): 1615–36. http://dx.doi.org/10.1108/ijem-10-2019-0379.
Full textAbstract:
PurposeSystems educational reform in developing countries through effective principal capacity- building programs is essential for improving student learning, with the purpose of this paper being to use case studies to identify key success factors in the implementation of an instructional leadership program in the developing country of Kiribati.Design/methodology/approachA case study approach involving mixed methods including semi-structured interviews and document analysis was used within three purposively sampled schools to examine implementation success factors relevant to instructional leadership literatureFindingsThe case studies reveal the overall value of the Kiribati instructional leadership program involving school leader workshops and ongoing coaching support, with instructional leadership reflecting directive and collaborative, as well as transformative theoretical aspects. Key implementation success factors within researched schools were leaders undertaking regular observations in classrooms, systematic tracking of student achievement and nurturing a positive culture for learning, as well as establishment of various collaborative processes involving community and teacher peer learning groups.Research limitations/implicationsThe study provides in-depth information through teacher and school leader interviews and examining relevant school documentation artefacts. A limitation is that the study involved only three schools and was undertaken less than a year into program implementation. Future research involving more schools and several years after implementation would be beneficial to investigate sustainability across the school system and longer-term program impacts.Practical implicationsThe data provides practical tips for school leaders regarding effective teacher capacity-building approaches, as well as providing information for policy makers, especially in developing countries, about effective professional development programs for school leaders and teachers. 10; 10;Originality/valueThe study examines a system-wide workshop series and coaching approach to school leader and teacher capacity-building in a developing country from a theoretical and practical perspective relevant to instructional leadership and also transformational leadership, which is an under-researched area. 10; 10; 10;
4
Barnett, Bruce G. "Principals creating case studies of one another: The peer‐assisted leadership program1." Peabody Journal of Education 63, no. 1 (September 1985): 174–86. http://dx.doi.org/10.1080/01619568509538506.
Full text
5
Santamaría, Lorri J., and Andrés P. Santamaría. "Counteracting Educational Injustice with Applied Critical Leadership: Culturally Responsive Practices Promoting Sustainable Change." International Journal of Multicultural Education 17, no. 1 (January 25, 2015): 22. http://dx.doi.org/10.18251/ijme.v17i1.1013.
Full textAbstract:
This contribution considers educational leadership practice to promote and sustain diversity. Comparative case studies are presented featuring educational leaders in the United States and New Zealand who counter injustice in their practice. The leaders' leadership practices, responsive to the diversity presented in their schools, offer reconceptualizations of educational leadership for a changing society. Applied critical leaders are defined through similarities and differences, followed by suggestions for critical leadership promoting social justice and educational equity and culturally responsive practices to inform policy and practice for sustainable future-focused educational leadership.
6
Dimopoulos, Andreas. "A Model for Evaluating the Effectiveness of Educational Leadership: The Case of Greece." International Research in Education 8, no. 1 (January 27, 2020): 70. http://dx.doi.org/10.5296/ire.v8i1.16341.
Full textAbstract:
Educational leadership has been studied in depth so far worldwide. However, to our knowledge, there is a broad scope for further research in terms of measuring educational leadership effectiveness. Many attempts throw the years were undergone in Greece in order to establish an evaluation process for educational leadership, many reactions raised, continuous changes have occurred and the issue remains timeless. This study aims to introduce a model of assessing the outcomes of educational leadership considering the most important stake holders that affect. These stake holders according to literature review in broader categories are the academic staff, school community, students, local society, and administrative personnel. Educational leader’s effectiveness can be also assessed against their academic and operational duty results such as the implementation of national educational policy, administrative tasks and relative operational outcomes in budgeting, handling and overcoming managerial obstacles, meeting the legislation standards. The purpose of this research is to design a comprehensive, applicable and holistic evaluation model for assessing educational leadership based on the results on the above criteria. For this purpose an extensive relative literature review in educational leadership studies has been conducted in order to explore in depth the most significant recipients that educational leadership influence and affect direct or indirect respectively. The core idea is that the most influenced recipients by educational leadership could be the most appropriate evaluators for the results of it. Thus has been designed a model based on the most significant stake holders who affected by educational leaders, complimented with a questionnaire as evaluation tool, which is structured with particular questions for each broad category of stake holders. In this study a relative literature review, and a draft of a pilot evaluation model in assessing educational leadership presenting, while the ultimate target is in a following study the evaluation model to be implemented in real sample of participants in order to present the impact of educational leadership effectiveness with respect to subordinates of academic, managerial staff and students of an educational organization.It is of a great importance to have an evaluation model for assessing the educational leadership effectiveness for all levels of education such as primary, secondary and higher education. Educational leaders affect many recipients such as students, faculty members, academics and community. Hence, a broader evaluation model should involve assessment criteria from all these stake holders due to the fact that educational leadership has a great direct or indirect influence in several micro and macroeconomic critical results, such as students achievements, learning outcomes, school climate, local society bonds, teachers behaviours, ethics, culture, civilization, and eventually national economy competiveness. A transparent evaluation model of school leaders could provide better understanding of the job left to be done for every educational leader, to recognise competences, to disclose weaknesses in order to work on them, to facilitate criteria for improvement, overcome obstacles and eventually to promote and improve educational efficiency.
7
Van Meter, Eddy J., and Susan J. Scollay. "Curriculum Revision in Educational Leadership: An Institutional Case Record and Retrospective Commentary." Journal of School Leadership 5, no. 6 (November 1995): 512–31. http://dx.doi.org/10.1177/105268469500500601.
Full textAbstract:
A great deal of attention has been focused recently on the issue of how best to restructure school leadership preparation in order to meet the educational challenges anticipated over the next decade. In response to this concern, a number of universities have within the past several years initiated school leadership preparation reforms at the Master's degree, professional certificate, and doctoral degree levels. Often a written record of these program reform initiatives has also been prepared and published so that others might learn from the experience. This article adds to this program restructuring literature by describing how a doctoral studies reform initiative was conducted at one higher education institution, the University of Kentucky. The initiative was supported by the involvement of the University of Kentucky as a participant in Cycle IV of the Danforth Program for Professors of School Administration. The case record as it is presented is enhanced by a concluding reflective commentary that describes additional program refinements developed after the curriculum revision was implemented over a two-year period.
8
Schutte, Megan X. "Review of Teaching Educational Leadership in Muslim Countries: Theoretical, Historical and Cultural Foundations." Journal of Underrepresented & Minority Progress 4, no. 2 (December 9, 2020): 302–5. http://dx.doi.org/10.32674/jump.v4i2.2688.
Full textAbstract:
Samier and ElKaleh’s (2019) book titled Teaching Educational Leadership in Muslim Countries: Theoretical, Historical and Cultural Foundations is part of the series of Educational Leadership Theory books, which address trends in educational leadership scholarship and aim to “deliver an innovative and provocative dialogue whose coherence comes not from the adoption of a single paradigmatic lens but rather in an engagement with the theoretical and methodological preliminaries of scholarship” (Eacott & Niesche, 2019, p. v). Samier and ElKaleh (2019) present “what it means to teach educational administration and leadership in a Muslim context” (p. ix) through theory, current controversies, and case studies.
9
W Richardson, Jayson, Marsha Carr, and Jeremy L. D. Watts. "A Case Study of Educational Leadership Doctoral Students: Developing Culturally Competent School Leadership Through Study Abroad." International Journal of Doctoral Studies 15 (2020): 541–58. http://dx.doi.org/10.28945/4642.
Full textAbstract:
Aim/Purpose: This study focuses on how a short-term international study abroad program to England impacted doctoral students’ cultural competencies. Background: The case study captures the experiences of six school leadership doctoral students who traveled abroad to East London, England. The overarching goal of this experience was to improve their self-efficacy for culturally competent school leadership. Methodology: Through this case study of six doctoral students in an educational leadership doctoral program, the researchers sought to answer the following question: How do knowledge, attitudes, skills, and behaviors around cultural competencies of U.S. school leaders shift because they participated in an international internship? Through pre-post surveys and follow-up interviews, the researchers explored how the international experience impacted cultural competencies. Contribution: The primary goal of this experience was to improve self-efficacy for culturally responsive school leadership. The doctoral students were either aspiring school leaders or were currently serving as a building leader of a P-12 school. It is from these students that we can learn how a short-term international experience might impact school leaders, and in return, the students and staff they serve. This study adds to the limited literature about the benefits of study abroad programs for educational leadership students in doctoral programs. Findings: The doctoral students in this case study gained knowledge and skills because of this study abroad. Knowledge was gained about educational systems and self-awareness. Skills learned included relationship skills, travel skills, and skills related to empowering teachers. Attitudes about diversity shifted to be more encompassing. Further, the behaviors of doctoral students changed because of this trip. The results from the pre-test and post-test on cultural competence indicated a significant improvement in cultural competence for the group. Recommendations for Practitioners: The knowledge, skills, attitudes, and behavioral shifts captured in this study spoke to profound growth around cultural competencies. It is through preparing these doctoral students before the international sojourn, guiding them during the experience, and following up with them upon return that we were able to create a supportive, meaningful, and impactful study abroad experience for future school leaders. Thus, these experiences will likely impact their collective leadership in the future. Recommendation for Researchers: Though research about the benefits of study abroad programs for graduate students is limited, several studies are about the benefits of study abroad and international programs in undergraduate education. There is all but a lack of literature focused on doctoral educational leadership students and study abroad. Nevertheless, for many students who choose to study overseas, it may be the first opportunity they have to explore a new country and to be fully immersed in a culture that is different from their own. Through these experiences, many development opportunities can affect how students view their professional work. Impact on Society: Through exposure to others, by experiencing diverse ways of thinking and doing, and through critical conversation, institutions of higher education can develop school leaders to be culturally competent, culturally responsive, and socially just. As demonstrated in this study, international experiences are one decisive way to start this conversation. Future Research: Research has shown that it is possible to increase students’ cultural competence through study abroad. As such, in the current study, the researchers took a mixed methods approach to understand how cultural competencies around knowledge, skills, attitudes, and behaviors shifted. As a result, we found that each doctoral student increased their cultural awareness in significant ways. Students gained knowledge by comparing the cultures within education systems and gained self-awareness about their own cultural awareness issues. More research needs to be done to better understand the impact of study abroad experiences on graduate students in educational leadership programs. These experiences could be short experiences (i.e., one to two weeks) or longer experiences (i.e., more than two weeks). Further, focusing on developing cultural competency before, during, and after a trip in different educational fields other than educational leadership (e.g., literacy, curriculum & instruction) could have significant school-level effects. Lastly, extending study abroad experiences into locations where English is not the first or primary language could provide opportunities for developing language skills while enhancing patience, cross-cultural communication, and problem-solving skills that could be beneficial personally and professionally.
10
Beard, Karen Stansberry. "Standing in the Gap: Theory and Practice Impacting Educational Opportunity and Achievement Gaps." Urban Education 53, no. 5 (November 8, 2015): 668–96. http://dx.doi.org/10.1177/0042085915613553.
Full textAbstract:
This case study is the first known employing flow in educational administration in the United States. Using Csikszentmihalyi’s flow theory and Dantley’s purpose-driven leadership, an administrator’s practices were examined with respect to two guiding questions: (a) is purposefulness integral to closing extant gaps in achievement, and (b) are the elements of flow found in successful educational administration? The recorded interview was subjected to template analysis developed from tenets of both theories. The results are that all nine elements of flow were found, as were the tenets of purpose-driven leadership in the work experience of an administrator’s success in closing the district’s achievement gap.
11
Walker, Allan, and Cuve Dimmock. "A Cross-Cultural Approach to the Study of Educational Leadership: An Emerging Framework1." Journal of School Leadership 9, no. 4 (July 1999): 321–48. http://dx.doi.org/10.1177/105268469900900403.
Full textAbstract:
Although studies of educational leadership have proliferated over the last decade, they have mostly focused on Western school settings. Leadership in non-Western school settings has largely been ignored, so that little is known about the influence of culture on the beliefs and actions of school leaders across national boundaries. This article builds a case for increasing understanding of educational leadership through adopting a comparative cross-cultural lens. It has three interrelated purposes. First, it presents the argument for strengthening a cultural comparative approach to educational leadership. Second, it suggests a framework for comparing cultural influences on educational leadership across national and cultural boundaries. Finally, it recognizes some of the difficulties of conceptualizing and conducting cross-cultural leadership research. Through achieving these purposes we hope to contribute to the ongoing development of understanding of school leadership.
12
DeMatthews, David E., and Elena Izquierdo. "Supporting Mexican American Immigrant Students on the Border: A Case Study of Culturally Responsive Leadership in a Dual Language Elementary School." Urban Education 55, no. 3 (February 15, 2018): 362–93. http://dx.doi.org/10.1177/0042085918756715.
Full textAbstract:
Mexican American students constitute the largest group of Latina/os in the United States and have been subjected to a number of educational and social injustices, particularly with relation to how their cultural and linguistic assets are viewed within public schools. This qualitative case study considers culturally responsive leadership in a Mexican American immigrant community and examines two primary research questions: (a) What principal actions support creating a culturally responsive school partly through dual language education; and (b) What leadership challenges arise in the development of a more culturally responsive school?
13
Scribner, Jay Paredes, and Paul V. Bredeson. "Beyond Simulations and Case Studies: Improving Leader Preparation through Action Research." Journal of School Leadership 7, no. 3 (May 1997): 230–45. http://dx.doi.org/10.1177/105268469700700301.
Full textAbstract:
This paper describes an instructional innovation using field-based action research to enhance program quality and better prepare future administrators at one university. Specifically, the paper describes the learning experiences of graduate students enrolled in a Supervision of Instruction class as they participate in a collaborative school/university project. Three questions were addressed: (1) as an instructional strategy, in what ways does collaborative action research contribute to students’ understanding, acquisition, and use of professional knowledge in educational administration?; (2) in what ways does collaborative action research address major criticisms of educational administration program content and delivery?; and (3) what limitations and/or challenges confront professors and students in programs that incorporate field-based action research into their curriculum? From data gathered in this study, action research appears to provide meaningful opportunities for pre-service administrators to test leadership theories against actual problems of practice. However, data also suggest that action research as an instructional strategy places new demands on students and instructors alike.
14
Curtin, Susan, David DeJong, Derrick Robinson, Karen Card, and Ayana Campoli. "Preparing Scholar-Practitioners for Systemic and Systematic Inquiry: Methodology Published and Practiced." Voices of Reform 3, no. 2 (December 29, 2020): 40–70. http://dx.doi.org/10.32623/3.10004.
Full textAbstract:
This study explores the methodology presented in four leading educational leadership journals for a period of three years to investigate the predominant methodologies reported in journals most read by faculty members in educational administration or leadership programs. This content analysis study uses frequency and percentages to gather data on the published methodologies of four educational leadership journals. We used an established coding protocol, and our coding was not interpretive. The analysis revealed that qualitative methods were published more frequently than quantitative methods in the leading educational leadership journals with an emphasis on studies using a descriptive qualitative design, a descriptive quantitative design, correlational research, and case studies. This study replicated a study conducted by Wells, Kolek, Williams, and Saunders (2015) which was a content analysis of three major higher education journals to examine the methodologic characteristics of published research from 1996-2000 and 2006-2010 respectively. The authors discuss the relevance of the study for EdD programs in Educational Administration/Leadership. The analysis may inform decisions about how to best develop scholar-practitioners’ capacity to use systemic and systematic inquiry to solve complex problems of practice.
15
Kouni, Zacharo, Marios Koutsoukos, and Dimitra Panta. "Transformational Leadership and Job Satisfaction: The Case of Secondary Education Teachers in Greece." Journal of Education and Training Studies 6, no. 10 (September 12, 2018): 158. http://dx.doi.org/10.11114/jets.v6i10.3451.
Full textAbstract:
In international literature there are many documented studies which have shown the relationship between leadership and job satisfaction. Specifically, transformational leadership is highly associated with this important and positive work attitude, that is, job satisfaction. The interpretation in a school context is that the director should operate as transformational leader so as to produce better educational outcomes through teachers' job satisfaction. In Greece, little empirical research has been done to investigate the perceptions of teachers about the relationship between transformational leadership and job satisfaction of teachers. The purpose of the present study is to investigate the perceptions of teachers to the extent that transformational leadership contributes to job satisfaction. The selected research method is a combination of quantitative and qualitative methods, namely using the questionnaire and the interview. The sample consisted of 171 teachers from two types of educational institutions, secondary junior high schools and high schools, of a local directorate of secondary education. The survey results showed that teachers feel substantial satisfaction when the school principal acts as a transformational leader. Demographic variables, the type of school, and work experience, do not affect the views of teachers.
16
Poudel, Padam. "Transformational Leadership Approaches in a Community School: A Case Study." Nepal Journal of Multidisciplinary Research 3, no. 3 (December 31, 2020): 94–105. http://dx.doi.org/10.3126/njmr.v3i3.34890.
Full textAbstract:
Transformational leadership approaches help organization to reform and move toward a new horizon and also adds new bricks for the betterment in a competitive world. The principal who is guided and followed by transformational leadership approaches, is able to lead organization in effective way. Moreover, leader who embraced transformational leadership know how to engaged its stakeholders for the betterment of the organization. The research question “How has the school principal been a case for exemplary transformational leader?” is used as a guideline for the research process. In the area of transformational leadership practice at community school of Nepal, there has been only a few research studies. Its purpose is to explore transformational leadership practice in a community school. Single case study method is used to explore the strength and challenges experienced by the principal who embraced transformational leadership. One principal from better performance community school of Chitwan was taken as research participant where interviews are done and meaning is withdrawn. The result of the study is based on the principal’s experience regarding the betterment of the school in an ever-changing, complex with competitive educational environment. The transformational leadership theory supports this study. The result shows that those school leaders who practice transformational leadership approach got succeed in transforming the school and are able to change all the challenges and problems into opportunities for the school.
17
Semenets-Orlova, Inna, Alla Klochko, Vitaliy Tolubyak, Liudmyla Sebalo, and Maryna Rudina. "Functional and role-playing positions in modern management teams: an educational institution case study." Problems and Perspectives in Management 18, no. 3 (August 26, 2020): 129–40. http://dx.doi.org/10.21511/ppm.18(3).2020.11.
Full textAbstract:
The analysis of scientific approaches to understanding the psychological characteristics of the role of the management team is important in the context of ensuring the organizational development of educational institutions. The purpose of the study is to explore the basic approaches and views of modern researchers on defining team roles, to identify the main functional and role positions in the management team.Determining the types of leadership roles of educational institutions based on empirical research data. Also based on the method of case studies problem-situational analysis − solving leadership problems by educational managers − were analyzed the effectiveness of role-playing positions in management teams. Conclusions were made about the need for some correction of understanding and assessment of the importance of all roles in the staff of heads of educational institutions. Each of these command roles related to specific personality traits identified by the tests.An analysis of the orientation of education leaders towards team roles shows that they tend to focus on all team roles. However, one can say that some roles are more attractive to researchers, while others are less attractive. The government can use the research findings to create and implement training programs for educational leaders.
18
Glickman, Carl. "Across the Void: Preparing Thoughtful Educational Leaders for Today's Schools." Journal of School Leadership 15, no. 5 (September 2005): 492–99. http://dx.doi.org/10.1177/105268460501500501.
Full textAbstract:
In this article, I examine my attempts as an instructor in a university-based school leadership program to cross the generational divide with my students by using democracy as the central concept for understanding what is meant by a quality American education for all children. I guide the course according to the democratic learning principles that my colleagues and I use in working with public schools on educational renewal and school improvement efforts. I try to be responsive to my graduate students in the same manner that I wish them to be responsive to each other and to me by asking them to painstakngly argue the opposite of what they believe about education and leadership. Educational assumptions are challenged through provocative research examples and case studies. At the end of the course, I must painfully evaluate myself on how successfully I have fairly judged the intellectual and imaginative quality of student work regardless of whether it agrees with my own vision and values of leadership.
19
Wilkinson, Jane, Christine Edwards-Groves, Peter Grootenboer, and Stephen Kemmis. "District offices fostering educational change through instructional leadership practices in Australian Catholic secondary schools." Journal of Educational Administration 57, no. 5 (September 9, 2019): 501–18. http://dx.doi.org/10.1108/jea-09-2018-0179.
Full textAbstract:
PurposeThe purpose of this paper is to examine how Catholic district offices support school leaders’ instructional leadership practices at times of major reform.Design/methodology/approachThe paper employs the theory of practice architectures as a lens through which to examine local site-based responses to system-wide reforms in two Australian Catholic secondary schools and their district offices. Data collection for these parallel case studies included semi-structured interviews, focus groups, teaching observations, classroom walkthroughs and coaching conversations.FindingsFindings suggest that in the New South Wales case, arrangements of language and specialist discourses associated with a school improvement agenda were reinforced by district office imperatives. These imperatives made possible new kinds of know-how, ways of working and relating to district office, teachers and students when it came to instructional leading. In the Queensland case, the district office facilitated instructional leadership practices that actively sought and valued practitioners’ input and professional judgment.Research limitations/implicationsThe research focussed on two case studies of district offices supporting school leaders’ instructional leadership practices at times of major reform. The findings are not generalizable.Practical implicationsPractically, the studies suggest that for excellent pedagogical practice to be embedded and sustained over time, district offices need to work with principals to foster communicative spaces that promote explicit dialogue between teachers and leaders’ interpretive categories.Social implicationsThe paper contends that responding to the diversity of secondary school sites requires district office practices that reject a one size fits all formulas. Instead, district offices must foster site-based education development.Originality/valueThe paper adopts a practice theory approach to its study of district support for instructional leader’ practices. A practice approach rejects a one size fits all approach to educational change. Instead, it focusses on understanding how particular practices come to be in specific sites, and what kinds of conditions make their emergence possible. As such, it leads the authors to consider whether and how different practices such as district practices of educational reforming or principals’ instructional leading might be transformed, or conducted otherwise, under other conditions of possibility.
20
Cifuentes-Álvarez, Gary, and Ruben Vanderlinde. "ICT leadership in Higher Education: A multiple case study in Colombia." Comunicar 23, no. 45 (July 1, 2015): 133–42. http://dx.doi.org/10.3916/c45-2015-14.
Full textAbstract:
In this paper we analyze ICT integration in higher education institutions focusing on the leadership practices of ICT policies, a research field that has not received much attention in higher education studies. An empirical study was carried out using a distributed leadership approach to analyze such practice in higher education institutions in Colombia, a country where a national ICT policy has steered and promoted ICT policy plans. In particular, the inquiry attempted to understand how the leadership of ICT is distributed in different higher education environments. Through a multiple case study, that included semi-structured interviews with leaders and team members, focus groups with professors, document analysis and a survey applied to faculty members ICT leadership practices and their implications were investigated. The results indicate a set of struggles that leaders have to cope with when deploying an ICT policy plan, for instance, coping with a lack of institutional regulations, and fostering educational change despite reluctance. Indeed, ICT leadership is a challenging and underexplored practice in higher education. This paper is a systematic attempt to demonstrate this statement and its implications. These findings are of particular relevance for the work of policy makers, ICT coordinators and leaders in higher education around the world. En este artículo analizamos la integración de las TIC en instituciones de educación superior. Nos centramos en las prácticas de liderazgo en políticas sobre TIC, un campo de investigación que no ha recibido mucha atención en los estudios sobre educación superior. Usando un enfoque de liderazgo distribuido se analizó dicha práctica en instituciones de educación superior en Colombia, un país donde una política de incorporación de las TIC llevó a promover la elaboración de planes estratégicos en dichas instituciones. En particular, la investigación buscó entender cómo el liderazgo de las TIC es distribuido en diferentes ambientes de educación superior. A partir de un estudio de caso múltiple que incluyó entrevistas semiestructuradas con líderes y miembros de equipos, grupos focales con profesores, análisis documental y una encuesta aplicada a profesores, fueron investigadas las prácticas de liderazgo de las TIC y sus implicaciones. Los resultados indican un conjunto de tensiones que los líderes deben enfrentar cuando incorporan un plan estratégico de TIC, por ejemplo, la ausencia de regulaciones institucionales o la necesidad de promocionar el cambio educativo a pesar de las resistencias. De hecho, el liderazgo de las TIC es una práctica retadora y aún poco explorada en educación superior. Este artículo es un intento sistemático por demostrar este enunciado y sus implicaciones. Estos hallazgos son de particular relevancia para el trabajo de los diseñadores de políticas, coordinadores de TIC y líderes en educación superior de todo el mundo.
21
Tucker, Pamela D., and Sara Dexter. "ETIPS Leadership Cases: An Innovative Tool for Developing Administrative Decision Making." Journal of Research on Leadership Education 6, no. 5 (December 2011): 250–71. http://dx.doi.org/10.1177/194277511100600510.
Full textAbstract:
One of the most persistent critiques of educational leadership preparation programs has been the need to more explicitly address the application of theory to practice. Case studies have been used to serve this purpose, but there is little empirical research on their contributions to learning in preparation programs. This paper introduces features of the Educational Theory Into Practice Software (ETIPS) online leadership cases, summarizes reactions of students and instructors to them, and presents results from a two-year study that found that ETIPS cases develop students' decision making skills, and more generalized self-efficacy, confidence and certainty about the decision making process.
22
Ngololo Kamara, Elizabeth, Choshi Kasanda, and Gert Van Rooy. "Provision of Integrated Early Childhood Development in Namibia: Are We on the Right Track?" Education Sciences 8, no. 3 (August 7, 2018): 117. http://dx.doi.org/10.3390/educsci8030117.
Full textAbstract:
The provision of Integrated Early Childhood Development (IECD) positively impacts children’s futures physically, cognitively, emotionally and socially. The assessment sought to inform intervention programs to improve the status of children’s physical, social-emotional, cognitive and educational needs, as well as their health and nutritional needs. A mixed method approach was used to collect data: a survey and multiple case studies through interviews with 32 caregivers were conducted and focus group discussions were held with community members. The findings show that the Early Childhood Development (ECD) centers lacked the essential prerequisites for the provision of quality IECD education as per the requirements stipulated in the Adapted Theory of Change (ATC). The study recommends formation of smart partnerships in providing integrated childhood development services at ECD centers to meet their health, sanitation, nutritional, physical, socio-emotional and cognitive needs.
23
Truong, Thang Dinh, Philip Hallinger, and Kabini Sanga. "Confucian values and school leadership in Vietnam." Educational Management Administration & Leadership 45, no. 1 (July 9, 2016): 77–100. http://dx.doi.org/10.1177/1741143215607877.
Full textAbstract:
There is an emerging global consensus that the knowledge base in educational leadership and management must offer a deeper examination of leadership practice across a more diverse set of national contexts. Nonetheless, a recent review of the literature in this field concluded that this challenge has yet to be adequately addressed with respect to research in Asia. This study was an in-depth, qualitative examination of how the decision-making practices of Vietnamese school principals respond to their socio-cultural context. The study employed Hofstede’s ‘dimensions of national culture’ to aid in this analysis of Vietnamese school leadership. Qualitative data were used to construct case studies of principal decision-making in three Vietnamese schools. The findings highlight the strong influence of power distance and collectivism on the decision making of Vietnamese school principals. The results illuminate the value of adopting an ‘indigenous perspective’ on school leadership. Our description of how socio-cultural values shape the practice of school leadership in Vietnam offers a useful contrast with descriptions from mainstream research on educational leadership and management.
24
Sagie, Netta, Miri Yemini, and Ullrich Bauer. "School-NGO interaction: case studies of Israel and Germany." International Journal of Sociology and Social Policy 36, no. 7/8 (July 11, 2016): 469–90. http://dx.doi.org/10.1108/ijssp-11-2015-0123.
Full textAbstract:
Purpose – The purpose of this paper is to examine the interaction between schools and non-governmental organizations (NGOs) in the Israeli and German education systems from the perspective of the stakeholders involved: school principals, the NGOs’ leadership, and regulatory authorities in each country. Design/methodology/approach – The study documents the process by which the interactions between schools and NGOs emerge, the motivations of each of the involved stakeholders, how stakeholders perceive the interaction and the power relations between the involved stakeholders. The study was conducted using the qualitative “grounded theory” methodology, which the authors applied to develop a concept that is anchored in data collected through the research and systematically analyzed. Findings – Using case studies, the authors examine how the relationships between the formal education system and the external entity are formed, reveal the motivations and strategies of the stakeholders involved in the interaction, and investigate the partnerships’ development process in the two different educational systems studied. Findings from the study leading to the conclusion that school-NGO interaction is based on entrepreneurial activities on the part of the school principals and the NGOs, which is gradually becoming institutionalized. Originality/value – Through this study, the authors have developed a new empirical based theory on the interaction between schools and NGOs as entrepreneurial activity.
25
Haromszeki, Łukasz, and Piotr Jarco. "Educational Leaders and Their Qualities from the Followers’ Perspective." Journal of Intercultural Management 9, no. 4 (December 1, 2017): 77–96. http://dx.doi.org/10.1515/joim-2017-0022.
Full textAbstract:
AbstractObjective: The article deals with the question of educational leadership and the understanding of that notion. That problem is relevant in the discussions on contemporary education, which is demonstrated by numerous publications concerning such areas as pedagogy, sociology of education or management. The attributes ascribed to an educational leader (personality traits, attitudes, values, etc.) are varied and arise from different experience of the authors and the applied research perspectives. The article presents the results of studies describing the characteristics of an ideal educational leader.Methodology: The aim of the presented studies was to attempt to identify the set of traits ascribed to a contemporary educational leader and determine to what extent the respondents identify those traits as the ones they themselves possess. The studies have been based on the opinions and experience of the participants in the education system in Poland – graduates of senior secondary schools (2017). As the analysis of relevant literature on the subject does not allow one to present a uniform set of qualities of an ideal educational leader, the authors of the presented studies have selected 34 traits that are most frequently mentioned in scientific papers. Subsequently, during the first stage of the studies, a group of 22 experts was asked to select 17 descriptive categories (half of the presented set) that, in their view, most accurately describe an ideal educational leader. Afterwards, a sample of 108 respondents (graduates) was provided with a survey questionnaire where, using a five-point Likert scale, the participants evaluated the occurrence of a given trait/quality in the following contexts: A pedagogue – an ideal leader; A pedagogue – a leader from the past; Self-assessment with respect to a degree of possession of the listed qualities. The studies were conducted in Google Forms technology with the randomisation of all the studied qualities of a leader for each of the questions and each of the respondents. The constructed non-random purposive sample consisted of the graduates of general education, technical and vocational senior secondary schools from cities with population exceeding 500,000 inhabitants. Men constituted 27.8% of the sample.Findings: According to the respondents, the key traits in this case (a pedagogue – an ideal leader) included the ability to motivate others, psychological and pedagogical sensitivity and being a moral authority. The results relating to the educational leader from the past show a slightly different order of the key qualities resulting from the respondents’ own experience. The first place was taken by high intellectual capabilities. It was followed by the ability to motivate others and being a moral authority. When conducting self-assessment with respect to the listed leadership qualities, the participants indicated that the qualities they possessed to the greatest degree included psychological and pedagogical sensitivity, the ability to interpret other people’s expectations and the ability to plan the necessary changes. The achieved results also show that the averaged ( ) self-assessment regarding the degree of possession of all the leadership qualities in comparison to the qualities ascribed to an ideal leader is lower by 21.97%. At the stage of designing the studies, it may have been expected that more significant differences would be revealed between the imagined ideal type of a leader and the self-assessment of the graduates with respect to leadership predisposition/qualities.Value Added: In summary, the applied quantitative method of measurement allows one to confirm the accuracy of the set of leadership qualities determined on the basis of the relevant literature on the subject. According to the opinions of the graduates taking part in the study (former participants of leadership relationships), it correctly describes an educational leader. That knowledge may have practical application, especially in the conscious building of leadership in the educational environment. This is because it may be assumed that the stronger the correspondence of the set of qualities of an educational leader with the expectations of the followers, the better the chance for the creation of an effective leadership relationship.Recommendations: The perspective of the “followers” who have their own individual experience with respect to relationships with “educational leaders” seems to be worth exploring further. The analysis of available publications on the subject in question gives grounds for posing a question to what extent the postulated image of the educational leader has any empirical foundations and to what degree it is rather a speculation or intuition of numerous authors.
26
Szeto, Elson, and Annie Yan Ni Cheng. "How do principals practise leadership for social justice in diverse school settings? A Hong Kong case study." Journal of Educational Administration 56, no. 1 (February 5, 2018): 50–68. http://dx.doi.org/10.1108/jea-08-2016-0087.
Full textAbstract:
Purpose Empirical research on leadership for social justice is in progress in many parts of the world. The purpose of this paper is to explore principals’ school-leadership journeys in response to social-justice issues caused by specific contextual changes at times of uncertainty. It seeks to answer the following key questions: What social-justice issues do principals identify as arising from their schools’ transformation due to contextual changes? How do principals practise leadership for social justice in response to these contextual changes at different levels? Design/methodology/approach This paper is based on qualitative data from a cross-case study of two principals’ school-leadership journeys. The authors pay particular attention to the understanding of leadership for social justice grounded in principals’ efforts to foster equality in learning development for a diverse student population. Findings Timely adverse conditions may be required to foster leadership for social justice in schools. The principals reacted to contextual changes at several levels, planning and implementing innovative and flexible interventions to ensure equality in students’ learning development. These findings contribute to international accounts of educational leadership. Research limitations/implications This study of leadership for social justice in schools is contextually specific. Therefore, more empirical comparisons of school leadership are required in future studies, as principals’ practices vary between education settings. Originality/value This paper offers insights into the evolution of leadership for social justice in schools in response to contextual changes. Principals’ leadership strategies can be reoriented and their actions reshaped to overcome threats to social justice in schools. Accordingly, although leadership for social justice in school communities is culturally and pedagogically inclusive, it is also socially distinctive.
27
Sarasola, Marcos R. "An Approach to the Study of Organizational Culture Educational Centers." education policy analysis archives 12 (October 19, 2004): 57. http://dx.doi.org/10.14507/epaa.v12n57.2004.
Full textAbstract:
The main goal of this research is to approach to the school’s culture and subcultures knowledge. Teachers, as learning communities’ members, should be conscious of their basic assumptions in order to accomplish effective change. Culture, as a socio-critical metaphor, includes organizational clime and goes over artefacts and values. It refers to the organizational deeper level of the unconscious assumptions constructed and shared by it members. The quantitative research uses two instruments. A cultural model including six elements (Teacher Efficacy, Teachers as Learners, Collegiality, Mutual Empowerment/Collaboration, Shared visions/School-wide Planning and Transformational Leadership) and proposes that the prevailing culture is the result of the level of development of each individual element. It assumes that in different cultures or at different times in the same culture, there would be a variation in these levels of development. The second scale help to reach two organisational constructs: ‘Transformational leadership culture’ and ‘Transactional leadership culture’. This phase of the investigation centred upon the development and administration of a survey instrument in twenty-five schools and almost eight hundred teachers. That phase of the study is followed by case studies of two schools in which there is a combination of quantitative and qualitative research strategies. Finally, main guidelines are featuring in order to orientate change and innovation for both schools.
28
GUSAROVA, M. S., A. V. KOPYTOVA, and I. G. RESHETNIKOVA. "FORMATION OF LEADERSHIP COMPETENCIES OF MODERN RUSSIAN CIVIL ENGINEER IN THE EDUCATIONAL PROCESS." Periódico Tchê Química 16, no. 31 (January 20, 2019): 903–12. http://dx.doi.org/10.52571/ptq.v16.n31.2019.913_periodico31_pgs_903_912.pdf.
Full textAbstract:
The article presents the author's view on the new training course "Personnel Management" for masterdegree builders aimed at forming leadership competencies. It is necessary to change the paradigm of training an engineer and include in the process of the formation such subjects that are aimed at forming his or her organizational competencies, leadership, responsibility for making decisions in the field of team management. As a part of the new training approach, it is proposed to build the leadership skills with the help of active teaching methods: business games, project teams, case studies, training. Basing on work experience and curriculum development, it is known that the main difficulty for compilers of curricula is a selection of those subjects that will help to implement these competencies. Therefore, we propose the subject (module) "Personnel management" that has the deep basis of knowledge of many personal issues and is made up of a set of interdisciplinary themes with a set of new activity tools. The condition for the training of civil engineers is to increase the activity component: application of project management, work in small groups (teams), CDIO initiative, interdisciplinary approaches, practice-oriented training.
29
Maich, Kimberly, Steve Sider, Jhonel Morvan, and Déirdre Smith. "Making the Unknown or Invisible Accessible: The Collaborative Development of Inclusion-Focused Open-Access Case Studies for Principals and Other School Leaders." Exceptionality Education International 30, no. 2 (September 1, 2020): 68–79. http://dx.doi.org/10.5206/eei.v30i2.11082.
Full textAbstract:
Gaps between research and practice exist in the field of inclusive and special education, especially around school-based leadership (e.g., principals). Research-based case studies are a way to teach and learn about disability, especially stigmatized issues such invisible disability (e.g,. intellectual disability), which may be complex with multiple stakeholders, yet difficult to access. This article reviews the collaborative process of developing and disseminating authentic case studies built on lived experiences of school principals as an example of bridging the gap between research and practice with multiple, engaging knowledge mobilization activities. Future knowledge mobilization activities, such as the development of interactive, online case-based based learning around inclusive classrooms and schools, are discussed.
30
Pretoruis, Louise, Agenes Van Dyk, Luis Small, and Hans Justus Amukugo. "Assessment of the needs of student nurses regarding critical thinking in nursing practice." International Journal of Advanced Nursing Studies 5, no. 2 (October 7, 2016): 190. http://dx.doi.org/10.14419/ijans.v5i2.6554.
Full textAbstract:
This study involved a quantitative, quasi-experimental and contextual design. The target population for this phase was senior student nurses registered at the University of Namibia, in their fourth year of nursing studies in the training hospitals of Windhoek and Oshakati. A total of 46 fourth-year nursing students, registered at the Faculty of Medical and Health Sciences in the Department of Nursing, were included for phase 1 except for the two students who took part in the pilot study. The students were from both campuses, namely the Windhoek and Oshakati campuses, doing the four-year Diploma in Comprehensive Nursing curriculum, which incorporates the principles of critical thinking. An imaginary case scenario was developed for students to analyse and answer some relevant questions to enable the researcher to determine the level of understanding and integration of critical thinking. In this study each student’s answers were deductively analysed by calculating central values, more specifically the mean for each question, to determine their application of critical thinking skills in the management of a nursing problemThe researcher has, with literature support, arrived at “umbrella” concepts, namely the most important concepts that nurses in Namibia need and without which they cannot practice. These umbrella concepts are to be included in the educational programme.
31
Frost, David. "A case of educational reform from the ground up: Involving ethnic minority parents in the life of the school in South East Europe." Improving Schools 15, no. 2 (July 2012): 163–78. http://dx.doi.org/10.1177/1365480212450234.
Full textAbstract:
This article explores the challenge of education reform and presents an alternative to dominant approaches. In doing so, it draws on the work of three projects: first, the ‘Advancing Education Quality and Inclusion’ initiative; second, the APREME (Advancing the Participation and Representation of Ethnic Minorities in Education) project which followed it; and third, the International Teacher Leadership project with which these two projects had strong links. The article discusses the large-scale survey of parents and school principals across 10 countries in South East Europe and the follow-up case studies in five of these countries. The focus then shifts to the practical intervention which was based on the idea of non-positional teacher leadership. Reports of all three projects are analysed to support a particular view of education reform led by teachers’ own development initiatives.
32
Fierke, Kerry K., Whitney D. Maxwell, and Gregory M. Zumach. "Virtual Symposium Designed as an Innovative Approach to Disseminate Leadership Development Content." INNOVATIONS in pharmacy 12, no. 3 (August 18, 2021): 22. http://dx.doi.org/10.24926/iip.v12i3.3433.
Full textAbstract:
The American Association of Colleges of Pharmacy (AACP) Leadership Development Special Interest Group (LD SIG) embarked upon a one-week virtual symposium (VS) across three years. The purpose of the VS was to disseminate leadership content, case studies, and various topics of interest utilizing technology. This electronic format provided a new communication approach to facilitate content and discussion of leadership materials amongst faculty colleagues nationally. The VS allowed participants to gain knowledge and skills to address leadership development in a timely, flexible manner that can be challenging during in-person professional meetings and conferences due to conflicting programming and travel limitations. Evaluators across each of the VS (100%) indicated that they either agreed or strongly agreed with the scaled evaluative statements that the video presentations met their educational needs.
33
WINFIELD REYES, ANA MARIA, CARLOS TOPETE BARRERA, and FERNANDO NOEL WINFIELD REYES. "VALUES AND PROFESSIONAL ETHICS IN THE LEADERSHIP MANAGEMENT OF DIRECTORS OF EDUCATIONAL ORGANIZATIONS." International Journal of Innovation Education and Research 7, no. 3 (March 31, 2019): 40–55. http://dx.doi.org/10.31686/ijier.vol7.iss3.1336.
Full textAbstract:
This document aims to identify the factors of the ethical formation of directors in educational organizations by analyzing the practices and kind of values promoted in the moral issues decision during their managerial work.
The educational research has found that there is a close relationship between an efficient management and the manager’s leadership. An organization lingers through time due to the ethical principles scheme it has for the development of its management and leadership. Leadership does not only comprise technical and political competencies, but also ethical ones.
The approach of this work is the one of the analysis of the challenges found in the crucial actions in the managers’ decision making process, and how these moral situations affect the quality of the managers’ work. This research uses the qualitative methodology, which includes case studies, interviews of experts and former directors, and the analysis and interpretation of ethical factors involved in the solution of moral conflicts.
Some moral dilemmas or conflicts found are: Loyalty to the institution or the boss, following up the norm or the personal interests, loyalty to the institutional mission or to the political group, co-workers selection, fair treatment for the different stakeholders of the educational community, and other training elements for facing such conflicts, as: Development of moral convictions, accountability and co-accountability, learning from other leaders and voices and communication establishment.
34
Asuga, Gladys, Scott Eacott, and Jill Scevak. "School leadership preparation and development in Kenya." International Journal of Educational Management 29, no. 3 (April 13, 2015): 355–67. http://dx.doi.org/10.1108/ijem-10-2013-0158.
Full textAbstract:
Purpose – The purpose of this paper is to evaluate the quality of the current provision for school leadership in Kenya, the extent to which they have an impact on student outcomes and the return on school leadership preparation and development investment. Design/methodology/approach – The paper draws from educational leadership, management and administration courses delivered by universities and other institutions to aspiring and practising educational leaders in Kenya. It employs a method for evaluating return on leadership development investment first articulated by Eacott (2013). Findings – While there is growth in provision, consistent with international trends, this provision is more recognised for its standardisation than points of distinction; there is minimal attention to identified dimensions of leadership leading to higher student outcomes which raises questions regarding the universality of school leadership preparation and development curriculum; and the high course costs of current provision is an inhibiting factor in assessing the return on investment in school leadership preparation and development. Research limitations/implications – The study was limited to publicly available documents from a limited sample of institutions. There is a need for more studies in the area. Practical implications – Institutions seeking to offer school leadership development have grounds on which to make decision about what programs their school leaders should undertake in terms of cost and quality. The study provides institution offering school leadership development courses evidence on which to base future policy direction. Social implications – The findings provide a case for investing in school leadership development given the impact courses may have on student outcomes. Originality/value – The paper provides a comprehensive overview of the current provision on school leadership preparation and development in Kenya. It contributes to its understanding in Africa in terms of quality, performance impact and return on investment.
35
Adinolfi, Paola, and Fernando Giancotti. "Pedagogical Triage and Emergent Strategies: A Management Educational Program in Pandemic Times." Sustainability 13, no. 6 (March 22, 2021): 3519. http://dx.doi.org/10.3390/su13063519.
Full textAbstract:
This paper explores the post-pandemic strategic reorientation of a master in leadership and change management, investigating the conditions for its success and the side effects. The Master, which is part of the Defense Education Enhancement Plan recently approved by the Italian Ministry of Defense, led in partnership by the Center for High Defense Studies and the University of Salerno, aims at developing strategic leadership and change management competencies. The virtualization of the project work sessions that was caused by the pandemic emergency produced unexpected consequences that led the master directors to refocus the program as regards its format and method. The case-study, based on direct observation, unstructured interviews, and analysis of written documents and recorded audio, corroborates the literature regarding the emerging innovative, learner-centered approaches in management education, showing the effectiveness of an integrated educational approach based on traditional in-presence lectures, as well as experiential and project-based learning. It shows how the adjustments devised to cope with the consequences of teamwork virtualization proved to be synergistic, delivering positive outcomes in terms of participants’ satisfaction, learning, and impact. Future research avenues and practical implications are also highlighted, with a focus on the internal and external conditions for successful project-based learning in a distance learning environment.
36
Dwivedi, Vedvyas J., and Yogesh C. Joshi. "Leadership Pivotal to Productivity Enhancement for 21st-Century Indian Higher Education System." International Journal of Higher Education 9, no. 2 (January 8, 2020): 126. http://dx.doi.org/10.5430/ijhe.v9n2p126.
Full textAbstract:
Good governance enhances efficiency both in public and private sector organizations. Productivity and good governance are closely associated to aid value for investment both in terms of time and money, and end-user satisfaction. Productivity Enhancement and quality improvement of higher education depend on governance-trends and productive leadership of the institution. Discipline, and quality vision set, and policy practiced by the leadership in Higher Education Institutions (HEIs) propagate down the timeline-hierarchy. This article addresses the pivotal factors and parameters worldwide studied, accepted and opined in various case studies and policy making schemes for good governance of Higher Education Indian Institution (HEIIs). This is necessary to enable their leadership enhancing the organizational productivity for 21st-century Indian subcontinent. The 3rd largest youth in the world studying in HEIIs would contribute the most to the growth of 21st-century Indian economy and living standards. This shall be possible when educational productivity of HEII-leadership is innovatively transformed into transformative innovation. In this paper effects, consequences, impacts, opportunities, problems and remedies regarding pivotal issues and challenges of and for existing HEIIs for becoming world-class education system are systematically reviewed. Recommendations based upon studies and findings are made for 21st-century HEII-leadership, and practical model is presented to measure the productivity.
37
Hallinger, Philip, Donnie Adams, Alma Harris, and Michelle Suzette Jones. "Review of conceptual models and methodologies in research on principal instructional leadership in Malaysia." Journal of Educational Administration 56, no. 1 (February 5, 2018): 104–26. http://dx.doi.org/10.1108/jea-03-2017-0025.
Full textAbstract:
Purpose Over the past several decades, instructional leadership has gradually gained increasing currency as a key role of school principals throughout much of the world. This is also the case in Malaysia where educational research, policy and practice have brought the instructional leadership role of the principal front and center. The purpose of this paper is to assess the conceptual models, research methods, and foci of scholars in the study of principal instructional leadership in Malaysia over the past 30 years. Design/methodology/approach Systematic methods were used to identify all studies conducted in Malaysia that had used the Principal Instructional Management Rating Scale (PIMRS) (Hallinger, 1982/1990/2015) as the data collection instrument. This search yielded a database of 120 studies completed between 1989 and 2016 written in both English and Bahasa Malay. Common data were extracted from the 120 research reports, coded and entered into a MS Excel spreadsheet for analysis. Quantitative methods were employed to analyze modal trends and synthesize patterns in the data across the studies. Findings The search identified 120 PIMRS studies, 90 percent of which had been conducted since 2005. This represented a surprisingly large corpus of studies. Over 75 percent of the Malaysian studies of principal instructional leadership had been conducted as graduate (master and doctoral) theses, relatively few of which had achieved publication in journals. The authors’ analysis found that most studies had used lower order (i.e. bivariate, direct effects) conceptual models and relied heavily on descriptive and simple correlational statistical tests. The lack of consistent results within the database of studies was attributed largely to limitations in research design and quality. Research limitations/implications The 120 PIMRS studies conducted in Malaysia comprise a surprisingly large corpus of research on principal instructional leadership. Indeed, the Malaysian corpus is second only to the USA in terms of the number of PIMRS studies of principal instructional leadership. Nonetheless, limitations in the research models and methods employed in these studies suggest a need for stronger methodological training before Malaysian scholars can achieve the goal of contributing useful knowledge to the local and global knowledge base. Specific recommendations are offered for strengthening the quality of research. Social implications The recent expansion of higher education in Malaysia – like other developing societies – has yielded progress in the scope of research production. However, numerous challenges remain in transforming the potential for useful knowledge production from graduate research into reality. Originality/value This is the first review of research on principal leadership conducted in Malaysia. The review follows efforts by scholars to systematically identify the boundaries of knowledge in educational leadership and management within East Asian societies (e.g. China, Singapore, Vietnam, Taiwan and Hong Kong). Moreover, this is the first review of research that examines the use of the PIMRS in a single society.
38
Davis, Natalie R., Xavier J. Monroe, and Thomas M. Drake. "The One Voice Project: A Case of Complexity in Community-Driven Education Reform." Journal of Cases in Educational Leadership 21, no. 1 (January 30, 2018): 53–65. http://dx.doi.org/10.1177/1555458917722819.
Full textAbstract:
This case represents an effort to connect academic learning with educational reform in real time. It describes a district initiative to meaningfully engage a skeptical community and the subsequent attempts of university-based researchers to provide further entry points into the perspectives and concerns of educational partners. What is compelling about the ensuing case is its relevancy to current graduate students in educational leadership and policy studies, many of whom are still grappling with distinctions between theory and practice, and their evolving role(s) in improving schools at the local and national levels. Education discourses continue to make evident the tensions between academic knowledge and the priorities of field practitioners. Consequently, this anonymous case provides an opportunity to consider how one (e.g., graduate student, university-based teacher/researcher) might negotiate potentially conflicting demands and respond to the most immediate needs of the surrounding community. This case follows university-based staff, Johnathon Greene, and student researchers, Nia Williams and Micah Robinson, as they are called upon by a newly appointed superintendent, Dr. Elaine Shull, to help facilitate the process of “listening” to and understanding the needs of the College Park Public School community. How might this type of collaboration create new opportunities for learning, professional development, and strategic action?
39
Hewett, Katherine J. E., Guang Zeng, and Bethanie C. Pletcher. "The Acquisition of 21st-Century Skills Through Video Games: Minecraft Design Process Models and Their Web of Class Roles." Simulation & Gaming 51, no. 3 (February 16, 2020): 336–64. http://dx.doi.org/10.1177/1046878120904976.
Full textAbstract:
Background. Qian and Clark reported that little is known on the acquisition of 21st-century skills through video games and no educational model exists on how to best teach these skills in the classroom. Studies that explore educational models exhibited through video games like Minecraft contribute to the growing body of research in the field of game studies, game-based learning, and virtual environments. Aim. The purpose of this qualitative case study was to explore the 21st-century design processes, skills, and behaviors of high school gamers in order to generate an educational model that illustrates how those classroom gamers attempted to critically think, create, communicate, and collaborate (Four Cs) in Minecraft. Method. The triangulated data collection included six qualitative case study interviews, observation data (with demographics) from thirteen participants, and visual artifacts from six classes grounded in social constructivist, social constructionist, and interpretivist theories. It should be noted that ninety-five students collaborated with the participants on the six Minecraft projects. Results. The data collection generated two educational Four Cs models that illustrate the participants’ leadership and design processes. Four 21st-century themes emerged from the research study: 1.) Leadership: Models for Design 2.) Navigating the 3D World, 3.) Think Outside-the-Box, and 4.) Real-world Connections. Conclusions. It can be concluded that Minecraft can help students learn to problem-solve, improve their research skills, be resourceful, multitask, and develop their social skills through teamwork (Four Cs). When students are given a task in Minecraft they will self-organize and student leaders will emerge. Minecraft challenged the participants to assess a problem, analyze it from another perspective, and find a creative solution collaboratively.
40
Carpenter, Daniel. "School culture and leadership of professional learning communities." International Journal of Educational Management 29, no. 5 (June 8, 2015): 682–94. http://dx.doi.org/10.1108/ijem-04-2014-0046.
Full textAbstract:
Purpose – The purpose of this paper is to explore supportive and shared leadership structures at schools as a function of school culture policies and procedures. Design/methodology/approach – A qualitative study was conducted at three secondary schools in the Midwestern USA. Administrators and teachers were interviewed, professional learning communities observed and artifacts collected to explore school culture policies, procedures and leadership in the implementation of professional learning community practice. Findings – This study concludes that school leaders must provide supportive and shared leadership structures for teachers in order to ensure a positive school culture and effective professional learning communities that impact school improvement. Leaders in schools must work directly with teachers to create policies and procedures that provide teachers the leadership structure to directly impact school improvement through professional learning community collaborative efforts. Originality/value – This study builds on the school culture and professional learning communities literature by exploring existent policies and practices in schools as unique cases. Much of the literature calls for specific case studies to identify issues in the implementation of effective practice. This study is important to the community as specific cases that may inform educational leaders on mechanisms that may be leveraged to ensure successful implementation of policies and procedures outline in school culture and professional learning community literature.
41
Mac Iver, Martha Abele, Douglas J. Mac Iver, and Emily Clark. "Improving College Readiness for Historically Underserved Students: The Role of the District Office." Education and Urban Society 51, no. 4 (September 13, 2017): 555–81. http://dx.doi.org/10.1177/0013124517728102.
Full textAbstract:
Research on the role of institutions in influencing students’ readiness for college has so far focused primarily on the school level and the state policy context, with only little attention to the district. This case study, based on interview data and documents collected over the course of a year, analyzes an urban district’s attempt to create a systematic approach to improving the college readiness of its students, many of whom have been traditionally underserved by the educational system. It identifies factors contributing to progress as well as challenges encountered in several critical areas: (a) leadership commitment, (b) data infrastructure, (c) building adult capacity around data use and college readiness, (d) connecting indicators with supports to promote college readiness, and (e) partnerships with community and higher education institutions.
42
Leaf, Ann, and George Odhiambo. "The deputy principal instructional leadership role and professional learning." Journal of Educational Administration 55, no. 1 (February 6, 2017): 33–48. http://dx.doi.org/10.1108/jea-02-2016-0029.
Full textAbstract:
Purpose The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies’ professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the extent to which DPs are perceived as leaders of learning, to examine the actual responsibilities of these DPs and to explore the PL that support DP roles. Design/methodology/approach The researchers used multiple perspective case studies which included semi-structured interviews and key school document analysis. A thematic content analysis facilitated qualitative descriptions and insights from the perspectives of the principals, DPs and teachers of four high-performing secondary schools in Sydney, Australia. Findings The data revealed that deputies performed a huge range of tasks; all the principals were distributing leadership to their deputies to build leadership capacity and supported their PL in a variety of ways. Across three of the case study schools, most deputies were frequently performing as instructional leaders, improving their school’s performance through distributing leadership, team building and goal setting. Deputy PL was largely dependent on principal mentoring and self-initiated but was often ad hoc. Findings add more validity to the importance of principals building the educational leadership of their deputies. Research limitations/implications This study relied upon responses from four case study schools. Further insight into the key issues discussed may require a longitudinal data that describe perceptions from a substantial number of schools in Australia over time. However, studying only four schools allowed for an in-depth investigation. Practical implications The findings from this study have practical implications for system leaders with responsibilities of framing the deputies’ role as emergent educational leaders rather than as administrators and the need for coherent, integrated, consequential and systematic approaches to DP professional development. Further research is required on the effect of deputy IL on school performance. Originality/value There is a dearth of research-based evidence exploring the range of responsibilities of deputies and perceptions of staff about deputies’ IL role and their PL needs. This is the first published New South Wales, Australian DP study and adds to the growing evidence around perceptions of DPs as instructional leaders by providing an Australian perspective on the phenomenon. The paper raises important concerns about the complexity of the DP’s role on the one hand, and on the other hand, the PL that is perceived to be most appropriate for dealing with this complexity.
43
Teteryatnikov, K., S. Каmolov, and P. Eliseeva. "Internalization of the educational policy of the Russian Federation cooperation." Mezhdunarodnaja jekonomika (The World Economics), no. 9 (September 1, 2020): 22–42. http://dx.doi.org/10.33920/vne-04-2009-03.
Full textAbstract:
The article is meant to analyze the process of internalization of the educational policy in the Russian Federation. Internationalization of the Russian education system is becoming one of the main trends in state policy of the Russian Federation, as evidenced by the recent launch of such programs as "5–100" and "Development of the Export Potential of the Russian System of Education". The authors believe that it is necessary to further align Russian and international educational standards (both Western and Eastern/Asian), create and develop applied bachelor’s degrees, as well as educational programs aimed at achieving the UN sustainable development goals (SDGs), which will be in demand in any country across the world. In this regard, the authors propose a number of measures that would contribute to achieving the strategic goals of the Russian Federation in the area of education services export, including joint programs of Russian, Chinese, Singaporean and Hong Kong universities in natural sciences and information and communication technologies. Taking into account Russia’s world leadership in the development of COVID-19 vaccine and studies related to the eff ective treatment of this disease, it would be advisable to adopt appropriate recommendations for the universities where foreign citizens are studying, explaining the risks of coronavirus infection spread during their studies, the procedure of medical insurance for students and guarantees of Russian universities in case of an appropriate insurance event.
44
Alyami, Rfah, and Alan Floyd. "Female School Leaders’ Perceptions and Experiences of Decentralisation and Distributed Leadership in the Tatweer System in Saudi Arabia." Education Sciences 9, no. 1 (January 26, 2019): 25. http://dx.doi.org/10.3390/educsci9010025.
Full textAbstract:
While school reform has been the subject of much research globally, few studies have examined “on the ground” educational reform in the Kingdom of Saudi Arabia (KSA), especially in relation to the “Tatweer” System, an initiative which purports to transform education and lead educational change within the country. This paper aims to address this knowledge gap and reports on a study which examined female leaders’ perceptions and experiences of the system. A qualitative case study of three Tatweer schools was conducted, with data being drawn from one-on-one interviews (n = 16), focus group interviews (n = 4) and documentary analysis. Our findings suggest that the Tatweer system is what can be termed “semi-decentralised”, which appears to be linked to issues of accountability, trust, and perceived staff competence. However, at the local level, major breakthroughs seem to have taken place in relation to distributing leadership responsibilities and decision-making processes within these female-led schools.
45
Dennis, Carol Azumah, Octavia Springbett, and Lizzie Walker. "Further education, leadership and ethical action: Thinking with Hannah Arendt." Educational Management Administration & Leadership 47, no. 2 (August 23, 2017): 189–205. http://dx.doi.org/10.1177/1741143217725324.
Full textAbstract:
In this paper, we work with the philosophy of Hannah Arendt to explore ethics and leadership in further education (FE), focusing on how leaders define the ethical compromises implied by austerity. Using questionnaires, interviews and observations we developed 10 case studies. It is not our intention to elaborate upon ethical leadership as a construct. Instead, we are concerned with how leaders in FE frame the challenges they face. Three narrative strands were identified in our data. Inspired by Arendt’s (1958) political anthropology, we used her distinction between labour, work and action as a conceptual frame to ground the storied accounts. We conceptualised ethical labour and ethical work as two pervasive but nonetheless constraining modes of ethical deliberation. A third construct, ethical action enabled us to envision a more expansive mode of ethical reasoning. Our conclusion suggests a way out of what we view as the ethical impoverishment of FE. A more secure ethical future for FE colleges is possible when leaders engage in expansive modes of ethical deliberation, ones that appreciate ‘plurality and natality’ (Arendt, 1958): what we have in common and what makes each of us unique. In such spaces staff, students and interested others make meaning of their work together, developing shared commitments to educational flourishing.
46
Adarkwah, Michael Agyemang, Yohana Kifle Mekonen, and Usama Kalim. "Teacher Professional Development as a Catalyst for Faculty Development: The Case of a University in China." Journal of Education and Training Studies 9, no. 5 (April 27, 2021): 1. http://dx.doi.org/10.11114/jets.v9i5.5139.
Full textAbstract:
Teacher professional development (TPD) is integral for faculty development through quality teacher performances and student outcomes. Prior research on TPD indicates that school leaders at the helm of educational affairs are responsible for implementing and sustaining TPD activities for better school improvement. In the higher education (HE) context, fewer research studies have been conducted on TPD. Most HE institutions still struggle to implement, sustain, and improve TPD in China and significant parts of the world. The qualitative research utilized a case study approach to solicit information from two deans of a selected university faculty in China reputable for its TPD programs. The three key leadership practices explored in this study were; how leadership support TPD, the role of TPD in faculty development, and the challenges of TPD in the HE context. Findings from the study indicate that China's hierarchical structure has positively affected TPD programs in this university due to the Chinese culture and tradition. Clear and concrete policies emerged as an essential step towards TPD implementation. Motivational strategies such as incentives and academic conferences have been identified as integral factors for TPD sustainability. Also, mentorship and collaboration among teachers and other stakeholders were integral to enhancing teachers' research capacity. Educators should ensure the evaluation and supervision of TPD for it to achieve its intended goals.
47
Graham, Hugh Davis. "The Surprising Career of Federal Fair Housing Law." Journal of Policy History 12, no. 2 (April 2000): 215–32. http://dx.doi.org/10.1353/jph.2000.0012.
Full textAbstract:
Unlike the breakthrough civil rights legislation of 1964–65, which dismantled the South's Jim Crow system and led to rapid advances in job access and educational opportunity for minorities throughout the nation, the federal fair housing legislation of the 1960s produced little substantive change. The Civil Rights Act of 1964 and the Voting Rights Act of 1965 quickly became case studies in the dominant tradition of presidential leadership in legislative reform, joining such modern classics as Social Security and the Marshall Plan. The Open Housing Act of 1968, however, belongs to a different era of national policy development.
48
Pak, Katie, Morgan S. Polikoff, Laura M. Desimone, and Erica Saldívar García. "The Adaptive Challenges of Curriculum Implementation: Insights for Educational Leaders Driving Standards-Based Reform." AERA Open 6, no. 2 (April 2020): 233285842093282. http://dx.doi.org/10.1177/2332858420932828.
Full textAbstract:
The ambitious goals of standards-based reform call for both technical and adaptive leadership to address problems of practice involving the technical and adaptive alignment of teachers’ instruction to the standards. Thus, standards-aligned curriculum implementation necessitates both types of strategies; otherwise, adaptive challenges will persist. In this study, we analyze case studies of four districts where new English Language Arts and math curricula were recently adopted to help align teachers’ practice with their state’s English Language Arts and math standards. We draw from interviews with district leaders, principals, instructional coaches, and teachers to illustrate how mostly technical strategies for curriculum implementation do little to address the adaptive challenges that prevent teachers from fundamentally shifting their practice to be more aligned to the standards and to meet the needs of all learners. We conclude with a set of insights and implications for educational leaders approaching curriculum implementation in both technical and adaptive ways.
49
Wanjiru, Jenestar. "School leadership and post-conflict education: How can their roles in developing inclusive practices in post-conflict schooling be understood and conceptualized?" Educational Management Administration & Leadership 49, no. 1 (November 14, 2019): 145–63. http://dx.doi.org/10.1177/1741143219884693.
Full textAbstract:
The concepts of ‘leadership’ and ‘inclusion’ continue to attract much attention in educational discourses; however, not many studies have explored their connection in schools serving conflict-affected communities where displacement and fragmentation of families risks the access, participation and achievement of many young people in education. This single intrinsic case study with aspects of ethnography was conducted in one post-conflict community primary school in Kenya, following the 2007/8 post-election violence. Overall, the aim was to understand the connection between school leadership and inclusive education practices, with interest in the schooling experiences of conflict-affected children. Following an integration of reviewed literature and findings emerging from the entire study, this paper specifically examines how roles for school leadership can be understood in relation to developing inclusive practices for conflict-affected pupils in post-conflict schooling. Three core thematic issues emerged, suggesting that these roles involved: mediating ‘post-conflict conflicts’; fostering ‘socio-moral connectedness’, and engendering aspects of ‘indigenous leadership practice’ in school. These roles were fundamental in reversing community disintegration and repairing moral distortion. Besides contributing to knowledge in the developing field of education and conflict, this study highlights the joint social, moral and professional investment made by headteachers and teachers in repairing violence-torn societies.
50
Gürsel-Bilgin, Gülistan. "Peace education as a controversial issue: The ‘Peace Case’." Citizenship Teaching & Learning 16, no. 1 (March 1, 2021): 49–67. http://dx.doi.org/10.1386/ctl_00046_1.
Full textAbstract:
This qualitative case study examines the Peace Case in its historical context and scrutinizes the complexities. Ms Butera, who became known as the ‘peace teacher’, had to deal with in the aftermath of her remark ‘I honk for peace’ in her classroom. Drawing from the fields of peace education and educational leadership and policy studies, the study aims to shed light to the dominant dynamics in the case, especially those that might be discouraging teachers to integrate the potentially controversial themes related to war and peace into their curricula. To this end, it first discusses peace education as a controversial issue and illustrates several facets of peace education that make it controversial. Following this, an analysis of a post-Garcetti case, which is known as the ‘Peace Case’, is presented. As this analysis sheds light on several implications regarding peace education as a controversial issue and teachers’ freedom of speech in the classroom, these implications are presented for teacher educators in the final section. While scrutinizing the challenging nature of present public schooling through Ms Butera’s struggles, the study uncovers the possibilities of peace education practices even in an oppressive system of schooling through robust teacher education programmes equipping teachers with powerful skills and capabilities required for transformative educators.