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Journal articles on the topic 'K–12 Leadership Practices'

Author: Grafiati

Published: 5 June 2025

Last updated: 2 August 2025

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1

Muncada, Felipe. "Intergenerational Leadership Styles and Practices of Millennial and Gen Z Educators in K-12 Schools: Foundation for Development Plan." Psychology and Education: A Multidisciplinary Journal 42, no. 2 (2025): 181–96. https://doi.org/10.70838/pemj.420202.

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The study aimed to assess the leadership styles and practices of millennial and Gen Z educators in a K to 12 school, a foundation for development plans during the school year 2024 - 2025. The study utilized descriptive correlational research design since the study determines the relationship between the extent of leadership styles and level of practices of millennial and Gen Z educators in a K to 12 school. The researcher utilized a modified instrument. This instrument was used as a major tool of study. The subject of study was limited to the senior high school in a K-12 school. The findings r

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García, Roxanne D., Yu Sun, Mark T. Green, and Meghan Carmody-Bubb. "Exploring the Influence of Principals' Leadership Styles on Burnout among K-12 Public School Educators in South Texas." Journal of Management Science and Business Intelligence 9, no. 1 (2024): 1–4. https://doi.org/10.5281/zenodo.12639485.

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This study explores the relationship between principals' leadership styles and dimensions of burnout among K-12 public school educators in South Texas. A total of 268 participants were recruited from K-12 schools using a snowball convenience sampling method. Participants completed three surveys: a demographic survey, the Multifactor Leadership Questionnaire (MLQ), and the Maslach Burnout Inventory-General Survey (MBI-GS). The MLQ assessed three facets of leadership style—Transformational, Transactional, and Passive Avoidant—while the MBI-GS measured burnout dimensions of Emotional

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Vidal, Elisa. "Educational Leadership Practices for a Successful Adoption of K to 12 Curriculum in Philippine Schools." International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE) 1, no. 2 (2024): 21–26. https://doi.org/10.5281/zenodo.11123755.

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Abstract This integrative literature review explores educational leadership strategies during the implementation of the Philippine K to 12 Basic Education Curriculum. Drawing on a synthesis of existing research, the study identifies key findings that illuminate effective practices for educational leaders navigating the complexities of curriculum transitions. The research reveals the dominance of transformational leadership, emphasizing the positive impact of leaders who inspire, motivate, and share a vision on teacher commitment, student achievement, and overall school improvement. Collaborati

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Bryant, Jennifer Edic, Karen Escalante, and Ashley Selva. "Promising Practices." Journal of School Administration Research and Development 2, no. 1 (2017): 32–41. http://dx.doi.org/10.32674/jsard.v2i1.1924.

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   This study applies transformational leadership theory practices to examine the purposeful ways in which principals work to build the next gen- eration of teacher leaders in response to the shortage of K-12 principals. Given the impact, principals have on student development and the shortage of those applying for the principalship, the purpose of this cross-case analysis was to discover how principals build leadership capacity at their respective school sites and groom individuals for leadership roles. Further, this study explored teacher perceptions of the practices in add

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García, Roxanne D., Yu Sun, Mark T. Green, and Meghan Carmody-Bubb. "Examining the Relationship of Principals' Leadership Styles on Burnout in K-12 Public School Educators Located in the Rio Grande Valley." Journal of Education and Social Development 8, no. 2 (2024): 5–9. https://doi.org/10.5281/zenodo.14061353.

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This study examines the connection between burnout dimensions among K-12 public school educators in South Texas and the perceived leadership styles of administrators. A snowball convenience sampling technique was used to recruit K-12 public school educators and a total of 268 participants were included in the study. Three surveys were filled out by the participants: a demographic survey, the Maslach Burnout Inventory-General Survey (<em>MBI-GS</em>), and the Multifactor Leadership Questionnaire (<em>MLQ-5x</em>). The MBI-GS assessed three dimensions of burnout—Emotional Exhaustion, Deper

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Dumanig, Necil Ann S., and Josephine B. Baguio. "Principal as Authentic Leader on Teacher Trust in the K-12 Educational Context." Journal of Global Economics, Management and Business Research 17, no. 2 (2025): 117–28. https://doi.org/10.56557/jgembr/2025/v17i29455.

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This study aimed to determine the significant relationship between authentic leadership and teacher trust in public elementary schools. A descriptive-correlational research design was employed, involving a sample of 133 teachers from public elementary schools in Baganga District, Division of Davao Oriental. Standardized questionnaires were administered through face-to-face surveys. The data were analyzed using mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses. The findings revealed that authentic leadership practices among teachers were

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Amatullah, Tasneem. "Exploring Female Muslim Educational Leadership in a Multicultural Canadian Context." Religions 15, no. 2 (2024): 215. http://dx.doi.org/10.3390/rel15020215.

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The central research question of this study is as follows: How do female Muslim leaders in Canada narrate their experiences in K-12 settings in the Greater Toronto Area (GTA), Canada? The study specifically concentrates on how these leaders from K-12 Islamic schools context integrate Islamic Leadership Theory and practice within Canada’s multicultural milieu. The aim is to amplify positive narratives and empower visible minority leaders to share their experiences, illuminating pathways for navigating their leadership roles. Drawing from interviews with five female Muslim leaders in K-12 Islami

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Claudet, Joseph G. "Using Cultural Framing Exemplars from the Social Sciences to Inform Teaching about Change Agent Leadership in University-Based School Administrator Preparation Programs." Advances in Social Sciences Research Journal 12, no. 06 (2025): 120–40. https://doi.org/10.14738/assrj.1206.18938.

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Education professors tasked with preparing aspiring K-12 administrative and instructional leaders enrolled in university-based graduate education programs to be able to effectively navigate the myriad difficulties associated with leading successful turnaround school improvement in K-12 school districts is a daunting pedagogical design challenge. Professors and instructors working in these kinds of university-based educational leadership programs can significantly expand and enhance their instructional toolkits by tapping into the power of employing cultural framing exemplars as a means to help

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Uy, Francisca, Osias Kit Kilag, Eden Lequigan, Cora Marie Abarias, and Meriam Rhose Paghacian. "Educational Leadership and Management in the 21st Century: An Analysis of Contemporary Practices and Challenges." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellece (IMJRISE) 2, no. 1 (2025): 252–58. https://doi.org/10.5281/zenodo.14740507.

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<strong>Abstract:</strong> <strong> </strong> In the early 21st century, educational leadership has become a pivotal factor in ensuring the success of schools and enhancing the quality of education. This research investigates the growing emphasis on educational leadership in the Philippines, where effective leadership and management practices are central to ongoing reforms in the education sector. With the implementation of national programs such as the K-12 Curriculum and the MATATAG Curriculum, school leaders are expected to drive significant change and improvement in schools. This stud

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Miramon, Sheila R., Osias Kit T. Kilag, Elma S. Groenewald, and Lourene B. Barayuga. "Teacher Leadership in the Philippines: Evaluating its Impact on K-12 Education Reform." International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE) 1, no. 1 (2024): 162–67. https://doi.org/10.5281/zenodo.11032619.

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Abstract: This integrative literature review explores the dynamic landscape of teacher leadership within the Philippine education system, focusing on the transformative implications of the K-12 Basic Education Program. The study unveils a paradigm shift, acknowledging teachers as active agents of change rather than mere implementers. Despite this evolution, challenges persist within the centralized education system, where bureaucratic norms and hierarchical structures limit teacher leadership opportunities, diverting teacher leaders towards administrative roles and hindering the development of

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Crawford, Emily R., David Aguayo, and Fernando Valle. "Counselors as Leaders Who Advocate for Undocumented Students’ Education." Journal of Research on Leadership Education 14, no. 2 (2017): 119–50. http://dx.doi.org/10.1177/1942775117739301.

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Research has yet to fully explore counselor advocacy for undocumented students and the leadership they use in their advocacy. This study asks the following questions: (1) What motivates counselors to pursue educational access for undocumented K-12 students? and (2) How do school counselors advocate for undocumented K-12 students? We integrate boundary spanning and border crossing leadership theories as a conceptual frame to offerholistic approach for leaders’ socially just and inclusive practices concerning undocumented students on the borderlands. This embedded case study uses data from eight

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Warnick, Sarah K., and Carol A. Mullen. "Review of Online Teaching and Course Design Through K–12 Leaders' Practices." Journal of Contemporary Education Theory & Research 7, no. 1 (2023): 22–31. https://doi.org/10.5281/zenodo.10039198.

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<strong>Abstract</strong><i><strong>Purpose: </strong>Leaders of K–12 educational systems contribute to the learning environment through their actions and guidance. The discussion of leadership practices addresses online teaching and course design through the lens of two theories: Community of Inquiry (CoI) and Academic Communities of Engagement (ACE). An original conceptual framework is offered.</i><i><strong>Methods: </strong>This literature review (conceptual paper) examines planned online course design and instructional practices that influence K–12 student engagement and le

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Kamalu, Ngowari Uchechi. "Examining leadership styles and their impact on K-12 school performance in Mauritius: A systematic review." Journal of Contemporary Research in Social Sciences 6, no. 2 (2024): 72–81. http://dx.doi.org/10.55214/26410249.v6i2.2226.

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This paper reports on results from a systematic literature review on K-12 educational leadership in the specific case of Mauritius. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this review identifies and synthesizes empirical studies that discuss significant leadership problems confronted by school leaders, including lack of professional development, change resistance, and limited resources. It also looks at the impact of interventions and current practise in leadership that contributes to school improvement such as those associated with pr

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Yulo, Jasmine P., and Dexter Paul D. Dioso. "Awareness and Practices of Distributed Leadership among Public Elementary School Teachers." Philippine Social Science Journal 3, no. 2 (2020): 67–68. http://dx.doi.org/10.52006/main.v3i2.262.

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The field of school leadership has been continuously increasing in demands and had currently occupied the idea of distributed leadership. Distributed leadership is leadership that is "stretched over leaders and followers, which is beneficial in settings such as schools (Bonneville, 2017). The call for teachers as leaders in school to help implement the K-12 educational system had engaged them to take on collaborative roles. Thus, the study intended to describe the level of awareness and extent of practices of distributed leadership in terms of types such as collaborative, collective, and coord

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Hermalin, N. Tapayan* Francisco M. Ebio Jr. &. Claire Theresa S. Bentor. "IMPACT OF SCHOOL-BASED MANAGEMENT LEVEL OF PRACTICES AMONG SECONDARY SCHOOL IMPLEMENTING UNITS ON THE K TO 12 PROGRAM IMPLEMENTATION IN LEYTE DIVISION, PHILIPPINES." INTERNATIONAL JOURNAL OF ENGINEERING SCIENCES & RESEARCH TECHNOLOGY 5, no. 5 (2016): 558–74. https://doi.org/10.5281/zenodo.51540.

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This study aimed to assess the impact of school-based management level of practices among secondary school implementing units on the K to 12 program implementation in Leyte Division, Philippines. It utilized the descriptive-survey method involving 144 school heads as respondents. With respect to K to 12 program implementation, all secondary schools were on the “practicing stage” while most secondary schools were considered to be in the “starting stage” and “gearing up stage.” The impact of school-based management in all the dimensions of: school leadership,

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Yan, Jing, and Lin Li. "An Investigation of Educational Leader’s Personality Style Inventory in K12 and Higher Education Levels." International Journal of English Literature and Social Sciences 8, no. 6 (2023): 262–66. http://dx.doi.org/10.22161/ijels.86.40.

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This research investigates the utilization of the Personality Style Inventory within educational leadership, examining its application among two distinct tiers of leaders: K-12 and higher education, encompassing American and Chinese educational contexts. By analyzing and contrasting personality types across these diverse leadership levels, the study uncovers variances in personal characteristics among leaders. Furthermore, it aims to elucidate how the implementation of the Personality Style Inventory can enhance and inform leadership practices within these educational domains.

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Reis-Andersson, Jussara. "LIDERANÇA EM DIGITALIZAÇÃO." Trabalho & Educação 33, no. 3 (2024): 225–27. https://doi.org/10.35699/2238-037x.2024.54086.

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This thesis aims to identify, describe, and analyse practices in school organisers’ and school leaders’ collaborative efforts to expand access to and application of digital technologies in K–12 education from a leadership perspective. A practice-oriented approach has been used to analyse practices for expanding this access and application. This approach facilitates a deeper understanding of the actual occurrences in municipalities when it comes to the expansion of digital technologies in their schools. The thesis employs the theory of practice architecture as an analytical tool to investigate

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Warren, Louis L. "Innovative Practices That Promote Teacher Leader Identity and Development of Teacher Leadership in Professional Development Schools." International Research in Higher Education 2, no. 4 (2017): 9. http://dx.doi.org/10.5430/irhe.v2n4p9.

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Professional development schools (PDS) are innovative institutions formed through partnerships between teacher education programs and K–12 schools. This partnership contains many innovative practices of how teachers develop leadership skills over time. Development by its very nature is a process of change that unfolds over time and driven by a culture of inquiry. This chapter will provide some insights of how PDS innovative practices help teachers to become leaders within the profession.

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Phuc, Tran Quang Bao, Linh Duy Nguyen, Khalida Parveen, and Muhua Wang. "Developing a theoretical model to examine factors affecting school leadership effectiveness." Journal of Social Sciences Advancement 1, no. 01 (2020): 16–29. http://dx.doi.org/10.52223/jssa20-010103-03.

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What determines the success and effectiveness of leadership in schools? In the process of managing administrative and educational activities, the leadership effectiveness of school leaders is greatly influenced by a combined set of factors, possibly from leadership competencies and styles as well as local and global socio-economic landscape, latest advancements of science and technology, school culture, and change in modern leadership and management practices, etc. Based on extant literature review of rigorous studies on school leadership as the main methodology adoption, the present paper pur

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FARRAND, KATHLEEN M., MEGAN T. DEEG, SULTAN KILINC, and MICHAEL KELLEY. "“We're Building Frameworks”: Administrator and Educator Perspectives on Implementing a Dual Language Pre-K Program to Include All Students." Multiple Voices for Ethnically Diverse Exceptional Learners 19, no. 1 (2019): 58–78. http://dx.doi.org/10.56829/2158-396x.19.1.58.

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Abstract In this study, one Southwestern public school district strives to implement a Dual Language (DL) for All Pre-K program that includes students with disabilities. The Arizona Revised Statute § 15-751-755 currently restricts K-12 students who speak a language other than English from entering DL programs until they are deemed English proficient. There are no specific standards for the implementation of DL in Pre-K used within the district or state, nor specific standards for the implementation of DL with students with disabilities. This article shares (a) the case of one urban school dist

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Henderson, David, Jioanna Carjuzaa, and William G. Ruff. "Reconciling Leadership Paradigms: Authenticity as Practiced by American Indian School Leaders." International Journal of Multicultural Education 17, no. 1 (2015): 211. http://dx.doi.org/10.18251/ijme.v17i1.940.

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This phenomenological study examined the complexity American Indian K-12 school leaders face on reservations in Montana, USA The study described how these leaders have to reconcile their Westernized educational leadership training with their traditional ways of knowing, living, and leading. Three major themes emerged that enabled these leaders to address racism in their schools and create spaces that were more conducive to the practice of culturally responsive pedagogy. The study highlights how leaders reconcile cultural clashes and confront racism by using identity, relationality, and re-norm

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Villa, Frederick T., and Razel C. Tulod. "Correlating instructional leadership practices of school administrators with teachers competencies." Linguistics and Culture Review 5, S1 (2021): 83–99. http://dx.doi.org/10.21744/lingcure.v5ns1.1318.

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The study correlated the instructional leadership practices of school administrators with teachers’ competencies. Using a sample size of 208 teachers and 22 school administrators chosen as respondents with a descriptive-correlational research design, the study has able to find out that the demographic profile of the respondents were females, with MA units, in the position of teacher II, and were widowed. On the average, the number of years in service, current school and position of the teachers was 5 years and above. It further revealed that the respondents’ evaluation of the instructional lea

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Agosto, Vonzell, and Ericka Roland. "Intersectionality and Educational Leadership: A Critical Review." Review of Research in Education 42, no. 1 (2018): 255–85. http://dx.doi.org/10.3102/0091732x18762433.

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In this review of research, we explore intersectionality in the literature on K–12 educational leadership. We seek to understand how researchers have used intersectionality and what their findings or arguments reveal about the work of leading to reduce inequities in education. We ask, What traditions and trends associated with intersectionality have been brought into educational leadership research to inform the development of transformative leadership? The sample includes 15 articles published in peer-reviewed journals between 2005 and 2017. We identify the themes individualism and knowledge

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Radd, Sharon I., and Tanetha J. Grosland. "Desegregation Policy as Social Justice Leadership?: The Case for Critical Consciousness and Racial Literacy." Educational Policy 32, no. 3 (2016): 395–422. http://dx.doi.org/10.1177/0895904816637686.

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Policy making can be viewed as a large-scale attempt at social justice leadership intended to address vast inequities that persist and are perpetuated in the U.S. K-12 education system. The study examines the text of the Minnesota Desegregation Rule to discern its underlying discourses as they relate to race, racism, and social justice. The findings highlight discursive practices that undermine social justice progress and antiracist efforts, demonstrating how well-intended social justice efforts can go awry without active engagement of critical lenses. The article argues that critical consciou

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Mun, Rachel U., Miriam D. Ezzani, and Lindsay Ellis Lee. "Culturally Relevant Leadership in Gifted Education: A Systematic Literature Review." Journal for the Education of the Gifted 43, no. 2 (2020): 108–42. http://dx.doi.org/10.1177/0162353220912009.

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Researchers have consistently pointed to teacher deficit views, inequitable identification of policies and practices, and differential access to resources to explain the dearth of traditionally underserved learners in gifted programs across the nation. Culturally relevant leadership is one way to remedy this problem through systemic educational reform at the district and school levels. The purpose of this article is to provide a systematic review of the literature on leadership, systemic reform, and identification and services in gifted education for culturally, linguistically, and economicall

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Ryan, Antoinette M. "Conceptualizing a pedagogy of wellness for rural district leadership: leading, healing and leading self-healing." Journal of Educational Administration 58, no. 4 (2020): 453–66. http://dx.doi.org/10.1108/jea-06-2019-0100.

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PurposeThis article considers the integration of aspects of mindfulness, social and emotional learning (SEL) and leadership wellness practice as a structure for a pedagogy of wellness in rural schools. Research has demonstrated positive outcomes for K–12 students and teachers as a result of training in practices such as mindfulness and SEL, but there has been less attention toward wellness practices incorporated by educational leaders in their own work. Support of professional and community learning for mindfulness may begin with district and school-based leaders in many communities, who facil

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Kunnath, Joshua. "Editor's Note." Journal of School Administration Research and Development 4, no. 1 (2019): 5. http://dx.doi.org/10.32674/jsard.v4i1.1937.

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I am pleased to present the Summer 2019 issue of the Journal of School Administration Research and Development (JSARD), our fourth volume. JSARD publishes scholarly research articles, essays and best practices articles, and commentaries on educational leadership for an audience of K-12 educators, university researchers, and policymakers from around the world. In this new issue, we continue our efforts to maintain a balance between the practical and theoretical this time in the form of one research article, two essays, one best practice article, and one commentary. These articles address variou

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Fernandes, Venesser. "Exploring leadership influence within data-informed decision-making practices in Australian independent schools." Studia paedagogica 26, no. 4 (2022): 139–59. http://dx.doi.org/10.5817/sp2021-4-7.

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There is increasingly strong pressure on schools to use data within their decision-making processes; the pressure comes not just from high-stakes testing but also from the subsequent comparative analysis conducted in the international, national, state, and local jurisdictions that represent the educational systems responsible for ensuring that students continue to receive quality education (Harris & Jones, 2017). There is paucity in empirical research within Australia on the practice of data use within schools; research is lacking on data interactions among school leaders in their workplac

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Ghamrawi, Norma, and Noha Al-Hassan. "Rejunevating Teacher Leadership Capacity through an in-service Training Program Focusing on Active Learning: A Case Study." International Journal of Sciences Volume 8, no. 2019-10 (2019): 32–50. https://doi.org/10.5281/zenodo.3979995.

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This study investigated the impact of an intervention program on developing teacher leadership skills by developing teachers' capacities on shifting classrooms from teacher-centered to student-centered learning environments. Findings of this paper are part of a larger study that employed the action research methodology, and was carried out over the course of one academic year in a K-12 private school in Mount Lebanon. The sample involved 15 teachers and data was collected through (1) a classroom observation tool; and (2) a teacher leadership survey. Data collection instruments were administere

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Chiaramonte, Giuseppe. "Leadership Plan for Enhancing English Language Learner Instruction Through Data-Driven Strategies." Language Bridge Academic Journal 1, no. 1 (2025): 2–13. https://doi.org/10.63184/950622.

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The increasing linguistic diversity in K-12 classrooms across the United States underscores the need for effective strategies to support English Language Learners (ELLs). This paper presents a two-year leadership plan designed to enhance ELL instruction through faculty professional development in assessment, evaluation, scaffolding, and differentiation practices. The proposed plan integrates a Knowledge Management System (KMS) to track teacher progress, document English Language Learner (ELL) student achievement, and facilitate data-driven decision-making. Year 1 focuses on ELL assessment and

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Dhingra, Deepika, Sanjay Srivastava, and Nandini Srivastava. "The Impact of Leadership Styles, Cultural Dimensions and Values on Academic Leaders." International Journal of Experimental Research and Review 44 (October 30, 2024): 76–90. http://dx.doi.org/10.52756/ijerr.2024.v44spl.007.

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This study investigates the cultural dimensions, values, and leadership styles of school leaders in Indian K-12 and European schools, specifically focusing on cross-cultural differences. The objective is to explore how leadership styles and cultural orientations differ between Indian and European school leaders and to examine how these variations impact organizational culture and decision-making processes. A non-experimental quantitative research design was employed, utilizing standardized instruments such as the Multi-factor Leadership Questionnaire (MLQ-Form 6S), OCTAPACE, and the Scale of I

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White, Robert. "Balancing individual autonomy and social solidarity: A pluriversal framework for educational leadership." International Journal for Leadership in Learning 25, no. 1 (2025): 152–221. https://doi.org/10.29173/ijll60.

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This paper examines the critical challenge facing contemporary educational leaders: fostering individual autonomy while nurturing social solidarity in increasingly diverse and complex educational environments. Drawing from diverse philosophical traditions—including Kantian ethics, Ubuntu philosophy, Confucian thought, Cherokee wisdom, Durkheimian sociology, and Habermasian theory—a pluriversal framework is developed for educational leadership that transcends traditional dichotomies between individual agency and collective responsibility. Through careful analysis of recent empirical research an

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Whitley, Jessica, Cheryll Duquette, Suzanne Gooderham, Catherine Elliott, Shari Orders, and Amy Klan. "Implementation of a Differentiated Instruction Initiative: Perspectives of Leaders." Canadian Journal of Educational Administration and Policy, no. 196 (June 30, 2021): 49–64. http://dx.doi.org/10.7202/1078517ar.

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Differentiated Instruction (DI) is a framework that supports planning for diversity within K-12 classrooms. Research has grown steadily over the past 15 years that explores DI implementation, as well as beliefs and practices. Literature to date has focused heavily on the experiences of educators, with limited attention given to the role of leadership in implementing DI in schools. The current study explores the perspectives of 19 school and board-level administrators regarding the ways in which a differentiated instruction framework was implemented within their school board as well as facilita

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Pepin, Matthias, and Etienne St-Jean. "Assessing the impacts of school entrepreneurial initiatives." Journal of Small Business and Enterprise Development 26, no. 2 (2019): 273–88. http://dx.doi.org/10.1108/jsbed-07-2018-0224.

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Purpose Many countries around the world have now introduced entrepreneurship into their curricula and educational practices, starting at the elementary school level. However, recent studies show the relative (un)effectiveness of K-12 enterprise education on diverse learning outcomes. The purpose of this paper is to report on a research aimed at assessing the impacts of enterprise education on students’ entrepreneurial attitudes. Design/methodology/approach The authors conducted a quasi-experiment between May and June 2017 to assess the entrepreneurial potential of students at Elementary Cycle

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Satyadhar Joshi. "Leadership in the age of AI: Review of quantitative models and visualization for managerial decision-making." World Journal of Advanced Research and Reviews 26, no. 1 (2025): 2773–91. https://doi.org/10.30574/wjarr.2025.26.1.1415.

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This paper offers a comprehensive review of existing literature on the intersection of Artificial Intelligence (AI) and leadership, drawing on both theoretical insights and practical implementations. By analyzing scholarly publications from the past two years (2023-2025), the review traces emerging patterns in how AI technologies are being integrated into leadership practices. Key themes include the growing relevance of learning-based systems for adaptive decision-making and the application of attention-based models to improve responsiveness in dynamic environments. The review also addresses e

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Khasawneh, Yusra Jadallah Abed, Raghad Alsarayreh, Adnan Ahmad Al Ajlouni, Haitham Mustafa Eyadat, Mohammad Nayef Ayasrah, and Mohamad Ahmad Saleem Khasawneh. "An examination of teacher collaboration in professional learning communities and collaborative teaching practices." Journal of Education and e-Learning Research 10, no. 3 (2023): 446–52. http://dx.doi.org/10.20448/jeelr.v10i3.4841.

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The present study aims to examine the influence of teacher collaboration within professional learning communities (PLCs) and collaborative teaching practices on both the professional growth and academic achievement of students. The study employed a mixed-methods research design that incorporated both qualitative and quantitative research methodologies. This research comprises both survey responses and interview transcripts obtained from K-12 educators who are currently engaged in Professional Learning Communities (PLCs) or collaborative teaching methodologies. The findings of this study have t

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Tarusa, Ma. Cecilia, and Julieta Nabos. "School Operations in the Implementation of K-12 Curriculum and Performance of School Heads in CALABARZON: Basis for Curriculum Management Framework." Psychology and Education: A Multidisciplinary Journal 17, no. 2 (2024): 126–32. https://doi.org/10.5281/zenodo.10659369.

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This study aimed to determine the level of school operations of elementary school heads in the CALABARZON in the implementation of K-12 curriculum and the level of performance using the Philippine Professional Standards for School Heads among five (5) Schools Division Offices in CALABARZON region. This descriptive research integrates quantitative data using validated research-made questionnaire using percentage, mean, two-way ANOVA and Pearson moment of correlation. Most school heads were principal I, with master’s degrees, and 6-10 years of experience. Findings revealed that school head

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Rafiq-uz-Zaman, Muhammad, Sumera Bano, and Yousra Naveed. "Comparative Analysis of Authoritative and Democratic Leadership Styles and Their Impact on School Management Effectiveness." Inverge Journal of Social Sciences 4, no. 2 (2025): 105–17. https://doi.org/10.63544/ijss.v4i2.132.

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This review conducts a broad comparative analysis of authoritative and democratic leadership styles, drawing on extensive empirical research, to evaluate their respective impacts on school management effectiveness. The findings consistently reveal that democratic leadership, described in terms of joint decision-making, teacher empowerment, and cooperative processes, is strongly correlated with enhanced teacher performance, positive and stable school climates, and higher instructional quality. This leadership style enhances intrinsic motivation and professional ownership, both of which are cruc

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Miller, Antony D. "A Hidden Danger to Our Children’s Classrooms within Educational Leadership & Peering Practices." Business Ethics and Leadership 4, no. 4 (2020): 28–55. http://dx.doi.org/10.21272/bel.4(4).28-55.2020.

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This comprehensive body of research is an empirical attempt to purposely examine if our offspring: children, teenagers to adulthood, [Treasures] are, being subjected to political interference [indoctrination] within their respected theatres of education, and therefore, be a negative impact for their respective future endeavours, emanating from the West and quickly heading into cultures of the Eastern regions demographically. Besides, the research has included how it has impacted the current stasisin the Western educational system? The sample consists of the history involved, current statistics

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Quincy, Kameda. "LATERAL LEADERSHIP." GPH-International Journal of Educational Research 7, no. 12 (2024): 32–40. https://doi.org/10.5281/zenodo.14566839.

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Abstract This study explores the role of lateral leadership in promoting change within International Baccalaureate (IB) schools in Japan. Traditional hierarchical structures in education often inhibit innovation due to rigid power dynamics and top-down decision-making. Lateral leadership, which emphasizes collaboration, peer influence, and shared authority, presents a transformative model to overcome these challenges. By utilizing narrative inquiry, this research delves into the personal stories and lived experiences of educators in IB schools to understand how lateral leadership can contribut

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Watson, Terri Nicol. "Effective school leadership and New York City’s immigrant and migrant children: a study." International Journal of Educational Management 31, no. 5 (2017): 622–32. http://dx.doi.org/10.1108/ijem-11-2016-0244.

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Purpose This paper provides insight into the effective education of immigrant and migrant children: many of whom are classified in New York City’s public schools as English language learners. It also highlights the ways in which New York City prepares school leaders and the policies that govern their actions. Design/methodology/approach Literature review. Findings The practices of New York City’s school leaders are governed by the Chancellor’s Regulations. These comprehensive mandates consist of four components and address issues related to students in grades K-12, school-based budgets, person

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Segeren, Allison. "The Possibilities and Impossibilities of Transformative Leadership: An Autoethnographic Study of Demographic Data Policy Enactment in Ontario." Education Sciences 15, no. 6 (2025): 752. https://doi.org/10.3390/educsci15060752.

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Policy discourses of equity, diversity, and inclusion (EDI) have influenced Ontario’s K-12 education system for decades. Recently, EDI education policies have mandated that district school boards collect demographic data from students and staff. The purpose of this research is to examine the enactment of demographic data collection policies in one Ontario school district through an exploration of the policy enactment activities of the research leader who was responsible for demographic data collection projects. Drawing on theories of policy enactment and transformative leadership, this researc

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Levine, Rebecca S., Rebecca J. Lim, and Amy Vatne Bintliff. "Social and Emotional Learning during Pandemic-Related Remote and Hybrid Instruction: Teacher Strategies in Response to Trauma." Education Sciences 13, no. 4 (2023): 411. http://dx.doi.org/10.3390/educsci13040411.

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Schools play an important role in fostering student intrapersonal and interpersonal skills and development, also known as social and emotional learning (SEL). This study examined how K–12 teachers used student SEL strategies in remote and hybrid classroom environments during the COVID-19 pandemic, a time of heightened distress and trauma. Survey data were collected from 26 teachers in Southern California and follow-up semi-structured interviews were conducted with 16 teachers. Responses were analyzed from an integrated SEL- and trauma-informed perspective. Themes that emerged included focusing

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Gillespie, Elizabeth M., and Anna Schlia. "Cultivating tomorrow's philanthropists: Girls' philanthropy in girls' schools." Philanthropy & Education 8, no. 2 (2025): 1–30. https://doi.org/10.2979/phe.00013.

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Abstract: The classrooms of today, particularly those focused on educating and empowering girls and young women, have the potential to shape the future of philanthropy. This research explores the connection between philanthropy and education through the phenomenon of girls' philanthropy in all girls' schools. Despite the philanthropic spotlight shining on women in recent years, and even with the potential for girls' schools to shape generations of philanthropists and ultimately contribute to social progress, there is currently no existing research on girls' philanthropy. Employing mixed method

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Khan, Muhammad Hamza. "influence of green HRM practices and green knowledge sharing on green service behaviors." Inverge Journal of Social Sciences 2, no. 2 (2023): 176–93. https://doi.org/10.63544/ijss.v2i2.40.

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Purpose: The aim of this study is to investigate the relationship between green knowledge sharing and green human resource management on green service behaviors in banks. Design/Methodology/Approach: Partial least-squares analysis is used to examine the opinions of 102 frontline bank workers in Pakistan. Research Limitations/Implications: Because this study focuses on the attitudes among employees of private commercial banking organizations, its conclusions cannot be generalized to all other service organizations in Pakistan. Practical Implication: This research shows that green human resource

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Cherkowski, Sabre, Benjamin Kutsyuruba, and Keith Walker. "Positive leadership: animating purpose, presence, passion and play for flourishing in schools." Journal of Educational Administration 58, no. 4 (2020): 401–15. http://dx.doi.org/10.1108/jea-04-2019-0076.

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PurposeThe purpose of this multiyear research study is to examine leadership in K-12 schools using a positive organizational perspective to understand how to foster, support and encourage flourishing in schools. In this article, the authors describe the lived experiences of a small group of principals and vice-principals in K-12 schools describing how they have experienced flourishing in their work.Design/methodology/approachThe research was carried out using a qualitative, phenomenological approach to examine the lived, concrete and situated experiences of a small sample of school administrat

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Morita-Mullaney, Trish. "Borrowing legitimacy as English learner (EL) leaders: Indiana’s 14-year history with English language proficiency standards." Language Testing 34, no. 2 (2016): 241–70. http://dx.doi.org/10.1177/0265532216653430.

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English language proficiency or English language development (ELP/D) standards guide how content-specific instruction and assessment is practiced by teachers and how English learners (ELs) at varying levels of English proficiency can perform grade-level-specific academic standards in K–12 US schools. With the transition from the state-developed Indiana ELP/D standards adopted in 2003 to the World Class Instructional Design and Assessment (WIDA) English language development standards adopted in 2013, this paper explores Indiana’s ELP/D standard’s 14-year history and how its district EL/Bilingua

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Liou, Daniel D., and Carl Hermanns. "Preparing transformative leaders for diversity, immigration, and equitable expectations for school-wide excellence." International Journal of Educational Management 31, no. 5 (2017): 661–78. http://dx.doi.org/10.1108/ijem-10-2016-0227.

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Purpose The purpose of this paper is to describe and analyze an Arizona university’s educational leadership program and the revisioning/restructuring process that program faculty have engaged in to ensure that the program provides aspiring school leaders with the conceptual knowledge, dispositions, and skills necessary to transform their schools in ways that directly address the needs of Arizona’s increasing diverse student population and ensures equitable and excellent educational opportunities for every student. Design/methodology/approach Through a narrative inquiry approach (Clandinin, 200

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Buckman, David Garland, Arvin D. Johnson, and Donna L. Alexander. "Internal vs external promotion: advancement of teachers to administrators." Journal of Educational Administration 56, no. 1 (2018): 33–49. http://dx.doi.org/10.1108/jea-01-2017-0003.

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Purpose The purpose of this paper is to examine selection practices of school districts by capturing the promotion of teachers to assistant principal positions to determine if: there is a relationship between employability and assistant principal promotion (within-school, within-district, and external); and if the state-specific educational leadership policy directly impacts the employability of assistant principal candidates. Design/methodology/approach Principals in the state of Georgia were the unit of analysis, and data collected included personal characteristics of each participant when e

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Shaker, Paul, and Elizabeth E. Heilman. "The New Common Sense of Education: Advocacy Research versus Academic Authority." Teachers College Record: The Voice of Scholarship in Education 106, no. 7 (2004): 1444–70. http://dx.doi.org/10.1177/016146810410600703.

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Current education policy is increasingly controlled by partisan politicians and the corporate interests that speak through them. Attacking American education and blaming economic troubles on failing schools and low standardized test scores coalesces the rhetoric of the right and draws attention away from fundamental social and economic problems. Add to this political opportunity the economic fact that attacking K–12 education leaves this market of $732 billion vulnerable to development by corporate America. Though such attacks have been with us since A Nation at Risk, an increasingly broad arr

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