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Journal articles on the topic 'School leadership / transformation'
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1
West-Burnham, John. "Leadership for Transformation." Gifted Education International 17, no. 1 (January 2003): 4–15. http://dx.doi.org/10.1177/026142940301700103.
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School improvement has been the dominant model for educational reform for many educational systems in recent years. It is still the most robust model in terms of its academic integrity, its capacity to inform policy making and its impact on professional practice in schools. The dominance of school improvement in largely explained by its consistent success. There is little doubt that it has had a significant impact on the comparative performance of schools and school systems. Evidence from a wide variety of national systems points to the demonstrable success of the model against a wide range of criteria. In essence, performance has improved, achievement has been raised and a range of related outcomes have been met. However, this success has always been subject to questioning when the criteria for success are changed from generic, system wide improvements to a focus on the achievement of the individual child. Whether it is the realisation of the potential of an outstandingly gifted young person or the maximisation of the life chances of a young person with profound learning difficulties the prevailing system does not always seem able to accommodate specific, personal needs. What might be described as the ‘Improvement Movement’ has created an effective hegemony since the mid 1980s. The combination of an emphasis on measurable outcomes and the improvement of the internal processes of the school has created an orthodoxy which has been reinforced by models of accountability and the redefinition of the characteristics of effective teaching and management in schools. It is an hegemony because it is a highly integrated model with educational policy moving from an enabling function to being deterministic. One of the key characteristics of educational policy making by many governments has been the increasing specificity of regulations and guidelines. It could therefore be argued that the school system is approaching an optimum state — it is difficult to envisage what else might be done to improve its efficiency and effectiveness. However, one characteristic of the school improvement strategy that is practised by governments is that it has not in any way questioned the fundamental premise of the nature of the school as an organisation or of the system of administering schools. There has been a tacit acceptance of the school as the optimum means of organising education. Indeed, education has come to be defined as the outcome of schooling. This notion will be questioned later in the following discussion.
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Waheed, Zarina, Muhammad Ilyas Khan, and Sufean Bin Hussin. "Orientations of Leadership Behaviours Required for School Transformation and Change." International Journal of Innovation in Teaching and Learning (IJITL) 6, no. 1 (July 1, 2020): 1–16. http://dx.doi.org/10.35993/ijitl.v6i1.808.
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Leadership is considered as one of the most important factors in school success. Leaders from the successfully transformed schools demonstrate multiple leadership behaviours that vary according to situations. This qualitative study explored important orientations of leadership behaviours in two selected transformed schools in Malaysia. Data were collected through interviews, observations and document review. 28 participants (14 from each schools) including school leaders, administrators and teachers were selected through purposive sampling for interviews. The data collected were consolidated, reduced and interpreted. The four leadership behaviour orientations, which included task-oriented, relation-oriented, change-oriented and ethical-oriented leadership behaviour, came out as main orientations of leadership behaviours required for school transformation. The study offers important implications for school leaders, policy makers, educationists and researchers in Malaysia and elsewhere with similar contexts.
Keywords: Leadership behaviour orientations, School leaders, School transformation
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Md Jais, Noraziyanah, and Aida Hanim A. Hamid. "THE RELATIONSHIP BETWEEN HEADTEACHERS’ MULTIDIMENSIONAL LEADERSHIP PRACTICES WITH TEACHERS COMMITMENT UNDER SCHOOL TRANSFORMATION PROGRAM 2025 (TS25)." International Journal of Modern Education 1, no. 2 (September 15, 2019): 13–26. http://dx.doi.org/10.35631/ijmoe.12002.
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The School Transformation Program 2025 (TS25) is an initiative of the Ministry of Education Malaysia to increase student success in schools through effective leadership, competent teachers and strong commitment of the Parent-Teacher Association (PIBG). However, at the same time, the literature review shows that the percentage of teachers’ commitment to some schools in Malaysia is still at a moderate level. The causes of decreasing teacher commitment in school include one-way communication, interpersonal relationship and weak leadership style among administrators toward the organization. Therefore, this article determines to identify and discusses findings the practice of leadership multidimensional among headteachers and its relationship with teacher's commitment under the School Transformation Program 2025 (TS25). A descriptive quantitative study and involved 33 respondents from two Primary School Transformation Program 2025 (TS25) in Kuala Lipis Pahang selected through the stratified sampling technique. This study using questionnaires as a research instrument. Pearson Correlation test was used to determine the relationship between multidimensional leadership practices among headteachers with a teacher's commitment. The research finding showed that the leadership multidimensional practices among headteachers' under the School Transformation Program 2025 (TS25) were high (mean = 3.48). The research finding also showed that the level of teacher's commitment to primary schools involved in TS25 was moderate (mean = 2.72). Therefore, the findings should be extended to the primary and secondary schools of the School Transformation Program 2025 (TS25) in Malaysia to test the effectiveness of the Multidimensional Leadership among headteachers to enhance teacher commitment to the organization.
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Xu, Lanqing. "The Transformation From Leadership Behavior to Leadership Thinking." Journal of Education and Development 6, no. 4 (August 6, 2022): 44. http://dx.doi.org/10.20849/jed.v6i4.1287.
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Foreign research on teacher leadership has experienced three waves, from the personal behavior of teacher leaders to teaching ability and then to a position or a way of thinking. The behavior theory of teacher leadership mainly focuses on the formal position of teacher leaders, and sees the specific tasks of teacher leaders. The theory of teacher leadership mainly points to the classroom teaching leadership of teachers. Both see teacher leadership as an individual effort. On the other hand, the thinking mode of teacher leadership regards teacher leadership as a process of changing schools, a way and strategy to change organizational culture structure, and a collective effort. The research on teacher leadership has potential value for school improvement, which requires further clarifying the purpose of improving teacher leadership. The root of teacher leadership is to cultivate teachers’ sense of responsibility, promote the growth and development of teacher leadership from an appreciation perspective, and cultivate teachers’ appreciation eyes and appreciation ability.
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Groves, Malcolm, and Malcolm Groves. "The Contribution of Student Leadership to School Transformation." Exchanges: The Interdisciplinary Research Journal 1, no. 1 (October 1, 2013): 123–41. http://dx.doi.org/10.31273/eirj.v1i1.78.
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This paper reports preliminary findings from case study research in three English secondary schools where a new or recently appointed head has incorporated stakeholder engagement as a key part of their improvement strategy. In each school, developments initiated independently by each head in relation to student leadership are reported. These appear to be re-thinking the boundaries of current practice in relation to student voice, particularly with respect to developing the leadership role of students as agents of change and in beginning to extend that beyond the school into their communities.The research focuses on seeking to understand the processes of change in each case. The models and practices adopted by each head in implementing change are analysed and the effects of this experience, as reported by the students, are considered. Initial findings highlight factors that appear to contribute to successful developments, and the paper concludes with suggestions for further research and investigation to confirm this. KeywordsStudent voice, student leadership, stakeholder engagement, school transformation
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VILela, Anastasia. "School Leaders Involvement in Students Behavioral Transformation." Timor Leste Journal of Business and Management 4 (December 20, 2022): 21–33. http://dx.doi.org/10.51703/bm.v4i0.88.
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This study focuses on the School leaders’ involvement in student’s behavioral transformation, prospects administrator’s development of programs. The object is to provide the potential contribution and prevention from school leaders in leadership development school for students behavioral transformation in Senior High school of Canossa of Saint Magdalene of Canossa Ossu-Waida Timor-Leste. Methods using quantitative in nature and utilized descriptive- comparative, the aims to investigate and analyze the school leaders’ involvement in student’s behavioral problems in progress to the behavioral transformation. Then analysis was done by using the statistics SPSS. And also, to determine the significant difference between the responses of student and teacher’s respondent on the involvement of school leaders in addressing the behavioral problems with independent of (T-Test). Results manifested that, perception of the students and teachers, with aspects of procedures and policies (<0.05), support to staff, (<0.05) Support to students, (<0.05) awards and consequences (> 0.05) and parental involvement, (<0.05) all were agree/involved. And the result of significant differences, there was only one with aspect of awards and consequences was rejected (>0.05) and accept the alternative hypothesis. The results underline the importance role of school leaders play in school effectiveness and offer valuable insight in how school leaders actually can make a difference. School leaders found to have strong influence on development orientation in schools. With shows similarities with the idea of the learning organization to the point transformational leadership.
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Sanford, Katherine, Tim Hopper, Kerry Robertson, Laura Lancaster, and Vivian Collyer. "Sustainable Leadership Supporting Educational Transformation." in education 25, no. 2 (December 20, 2019): 3–22. http://dx.doi.org/10.37119/ojs2019.v25i2.433.
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The world, influenced by 21st century technologies and ecological challenges, has rapidly changed with more ability to “connect” locally and globally and more opportunities to learn from a range of sources. As a result, our learners and their needs have changed. With such rapid changes, conceptions of educational leadership need to reflect these changes utilizing the complexities of the role in society. As a group of educators who work in a School District, Ministry of Education and University teacher education programs, we ask how educational leaders in school districts and teacher education programs can design spaces that engage everyone, recognize everyone’s expertise and share responsibility for growth and development, and how in teacher education we can begin to move away from the hierarchical, industrialized model of management to one where everyone feels engaged, valued, and heard. In this paper, we draw on sustainable and distributed leadership ideas, termed by Wheatley (2010) as the “new sciences,” informed by tenets from complexity theory. Using a case study approach and narrative insights, this paper elucidates how an ongoing Professional Learning Network (PLN) called Link-to-Practice (L2P) offers an alternative conception of educational leadership. Keywords: case study; narrative, qualitative research, complexity theory
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Gurr, David, Lawrie Drysdale, and Helen Goode. "An open systems model of successful school leadership." Journal of Educational Administration 60, no. 1 (January 4, 2022): 21–40. http://dx.doi.org/10.1108/jea-04-2021-0091.
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PurposeThrough description and consideration of 12 models developed as part of the International Successful School Principalship Project (ISSPP), a new model of successful school leadership is developed.Design/methodology/approachThe paper is necessarily descriptive in nature. For the first time, 12 ISSPP models are described together, and these descriptions are then used inductively to create a new successful school leadership model.FindingsThe open systems approach adopted depicts schools as a continuous cycle of input-transformation-output with feedback loops that inform each stage of the cycle. The inputs are the variables that lead to transformation. The transformation stage is the actions or processes that individuals, groups and organisations engage in because of the inputs, and these lead to a range of student and school outcomes. Feedback loops connect the stages, and the whole model is open to the influence of five contextual forces: economic, political, socio-cultural, technological and system, institutional and educational.Originality/valueModels are an important way to make sense of complex phenomena. A new model of successful school leadership, with an open systems approach, provides a different frame to consider the findings of the ISSPP and potentially allows the ISSPP research to inform practice and connect with other school leadership views in new ways.
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Adams, Donnie, Ashley Ng Yoon Mooi, and Vasu Muniandy. "Principal leadership preparation towards high-performing school leadership in Malaysia." Asian Education and Development Studies 9, no. 4 (February 20, 2020): 425–39. http://dx.doi.org/10.1108/aeds-02-2018-0046.
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PurposeThe purpose of this paper is to examine the Malaysian National Professional Qualification for Educational Leaders (NPQEL), a principal leadership preparation programme and the Malaysian Education Blueprint 2013–2025, a comprehensive plan for a rapid and sustainable transformation of our education system through to 2025 to ensure high-performing school leaders in every school.Design/methodology/approachIn understanding how the NPQEL operates and its effectiveness in preparing high performing school leaders, a research instrument of open-ended questions were administered to 102 principals from government-funded secondary schools, to establish how they were prepared for their leadership roles and their views of their leadership practices.FindingsThe NPQEL programme provides evidence of strong outcomes in preparing school leaders towards high-performing school leadership in Malaysia in combination of a variety of approaches with respect to its designs and competency standards. Findings indicate that the NPQEL contributes towards the development of the school leaders' attributes or skills for their leadership roles; and the NPQEL fulfils the aspirations set out in the Malaysian Education Blueprint 2013–2025.Originality/valueThis paper explores the potential influence of Malaysian NPQEL and the Malaysian Education Blueprint 2013–2025 on preparing high-performing school leaders in every school.
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Younes, Kawther, and Yousef Daher. "The Effect of the Use Leadership Style Transformation and Non-Use of Laissez-Faire in Schools on the Percentage of Outstanding Students and on the Percentage of Dropouts in Schools in the Haifa District." Academic Journal of Research and Scientific Publishing 3, no. 26 (June 5, 2021): 28–52. http://dx.doi.org/10.52132/ajrsp.e.2021.262.
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This study attempts to discuss the effect of the use leadership style Transformation and Non-use of laissez-faire in schools on the percentage of outstanding students and on the percentage of dropouts in schools in the Haifa district. To achieve a goal of this study, a study was published on "Measurement and analysis of statistics to determine relationships between one data set and another". The leadership style used by teachers and principals. As an independent variable was identified from the literature, and appropriate statistical tests were performed to determine its effect. Furthermore, the study lies that the school principal adopts a specific style of transformative, transformational leadership styles, if this leadership style influences the school culture. The sample of this study consists of the principals and teachers of the Arab outstanding students in the Haifa district. The test will include 4 Arab high schools in the Haifa district, 4 schools received a "good" rating.
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Karakose, Turgut, Hakan Polat, and Stamatios Papadakis. "Examining Teachers’ Perspectives on School Principals’ Digital Leadership Roles and Technology Capabilities during the COVID-19 Pandemic." Sustainability 13, no. 23 (December 5, 2021): 13448. http://dx.doi.org/10.3390/su132313448.
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The current study investigates the perspectives and experiences of teachers regarding their school principal’s digital leadership roles and technology capabilities during the COVID-19 pandemic. The research was conducted using a case study-based qualitative approach, and with a study group consisting of 89 teachers holding a Master’s degree. Maximum diversity sampling, one of the purposive sampling methods, was preferred in the determination of the study group, and the data obtained from the research were analyzed through content analysis. The five main themes determined based on the perceptions and experiences of the participants are listed as: “Digital technology usage, support for the digital transformation, support for technology-based professional development, support for digital learning culture, and digital leadership skills”. The results of the research revealed that the level of use of digital technologies by school principals during the COVID-19 pandemic was perceived as adequate by teachers. In addition, it was determined that school principals support digital transformation and technology-based professional development in schools. Furthermore, within the scope of the research, it was determined that school principals contribute to the construction of a digital learning culture in schools. The results of the study revealed that school principals’ digital leadership skills were clustered under three categories: technology use, managerial skills, and individual skills. As a result, in order to realize digital transformation within the context of K-12 education, school principals must first demonstrate their digital leadership and actively support the establishment of a digital learning culture in their schools.
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Dey, Sanjay, Amita Patra, Dillip Giri, and Kanak Madrecha. "From traditional leadership to transformative leadership: A conceptual study on the Leadership Style of the School Principals." International Journal of Management and Development Studies 11, no. 02 (February 25, 2022): 01–14. http://dx.doi.org/10.53983/ijmds.v11n02.001.
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Introduction: The effectiveness of a school is largely dependent upon its principal. His behavior influences the way a school functions. The most crucial factor in any school is the leadership behavior of the principal and how the principal carries out his leadership behavior and how that reflects the efficiency of school functioning. Today one can notice there is a phenomenal change in the leadership behavior of the principal. Now the environment they are working in is very competitive, advanced, and technical. There are a lot of risks they are encountering in every situation to give their school a sustainable future. In one way they have to address the expectation of society and in the other, they are to meet the expectation of the management. Though their position is tough yet they have to continue their performance up to the satisfaction of the stakeholders. Rationale: The previous research studies were mostly centered on a traditional concept of the leadership style of the principal, which narrows down the role of the principal, and most considered him an instructional leader. Considering this is a research gap the researchers conducted qualitative research on the transformative leadership style of the principal. The ethnographic interview and ethnographic observation established the authenticity and internal consistency of the data and the results thus derived were with a high level of validity. Objective: The purpose of the study was to study the leadership behavior of the school principal concerning transformative leadership style and also to compare the effectiveness of transformative leadership styles concerning the outcomes of the school. Methods: This is a Qualitative Research (QR). Considering the nature of the research, the researchers decided to use a typical research design named concept analysis, since the research tries to identify the insight of the principal towards transformative leadership style through the opinion of their staff members. Research Tools: The Researcher prepared an interview schedule with the questions which were modified from the original questionnaire named, Leadership Behaviors Development Questionnaire (LBDQ) developed by Ohio State University, USA. Data Collection techniques: The data was collected through an Ethnographic interview and Ethnographic observation schedule over an extended period and the writing of extensive field notes by the researchers. Data analysis and interpretation: As this is a qualitative research design, after the data was collected, an in-depth analysis was done, to remove data redundancy, bring stability to the opinion of the respondents, to compare & contrast the opinion of the participants in non-contrived situations. Results: It was found that mostly the principals of urban-based secondary schools are much more aware, motivated, and active in the implementation of transformational leadership style compared to their counterparts in the schools located in the rural area. Again, the ethnographic observations reported that there was a very significant relationship between transformative leadership and the job satisfaction of the staff members. The attrition rate of the staff member was found less and the performance of the school was also continuously better compared to the school leaders having a negative mindset towards transformation. It was also found that transformative leaderships are good for emotional control, social adjustment, and creativity in the professional environment. It was also revealed that the schools with transformative leadership are more advanced in the achievements of many key performance indicators (KPIs). Conclusion: The study concluded that it is very much indispensable for the principals to understand the expectations of the stakeholders and bring innovation to the school. This is required to bring sustainability to the school and rise in a competitive environment.
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Bailey, Lucy, Ted Purinton, Osama Al-Mahdi, and Hala Al Khalifa. "Conceptualizing school leadership in the Gulf Cooperation Council (GCC) cultures: Demarcating challenges for research." Educational Management Administration & Leadership 49, no. 1 (November 10, 2019): 93–111. http://dx.doi.org/10.1177/1741143219884682.
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Although school turnaround has been studied extensively in Western contexts such as the United States, the applicability of remedies to the Gulf Cooperation Council (GCC) countries has not been extensively studied. The literature that exists predominantly uses a Western cultural lens. This article identifies four key dimensions of leadership for transformation of schools—what is leadership, who becomes a school leader, how are leaders supported, and do school leaders believe they can succeed—, contrasting between the Gulf region and the West; in doing so, the article seeks to explain why the solutions to school failure that originate from the West, widely understood around the globe, are either irrelevant or of limited use in this region. Drawing in part on the authors’ experience in establishing a leadership centre, through collaboration between the Ministry of Education in Bahrain and the Bahrain Teachers College, the article calls for systematic empirical studies to establish how each of the four dimensions inform region-specific approaches to leadership for school transformation and quality improvement. It concludes by arguing that researchers should explicitly consider the extent to which their findings can be translated into practical leadership action in a range of cultural settings.
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Cansoy, Ramazan. "The Relationship between School Principals’ Leadership Behaviours and Teachers’ Job Satisfaction: A Systematic Review." International Education Studies 12, no. 1 (December 28, 2018): 37. http://dx.doi.org/10.5539/ies.v12n1p37.
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This systematic review aims to investigate the relationship between school principals’ leadership behaviours and teachers’ job satisfaction. With this purpose, studies that focused on this relationship in the literature were examined. Twenty-seven studies found in different databases (i.e. ERIC, WOS, SCOPUS and ULAKBİM) were included in the analysis. These studies mostly focused on the relationships between school principals’ transformational and interaction leadership behaviours and teachers’ job satisfaction. Additionally, job satisfaction was also studied in relation to servant leadership, ethical leadership, distributive leadership, individual- and task-oriented leadership and school leadership behaviours. Based on the findings of the studies examined, school principals’ transformation leadership behaviours were found to have stronger relationships with teachers’ job satisfaction compared to interactional leadership behaviours and were an important predictor of job satisfaction. Negative relationships were revealed between laissez-faire leadership and job satisfaction. On the other hand, school principals’ servant leadership and ethical leadership behaviours were found to be important variables in ensuring job satisfaction. Lastly, school principals’ administrative behaviours that encourage participation and are flexible, sharing leadership at school, and exhibiting individual-oriented and supportive leadership behaviours were revealed to enhance teachers’ job satisfaction.
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Starr, Joshua P. "On Leadership: The architecture of equity." Phi Delta Kappan 104, no. 3 (October 26, 2022): 56–57. http://dx.doi.org/10.1177/00317217221136601.
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The work of a school leader can be compared to that of an architect, who must bring a team together to create something original on a solid foundation. Aaron Spence, superintendent of Virginia Beach City Public Schools, came to the district nine years ago, ready to serve the district where he’d grown up. His previous experiences in school leadership had given him a vision for equity-based transformation, but the district had a more immediate need — getting all schools accredited. Joshua P. Starr explains how focusing on this urgent need enabled him to build relationships that helped him when it was time to turn to more transformative goals. This initial work proved to be the foundation on which the new work could rest.
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Danai, Rudra Prasad. "Headteachers' Instructional Leadership at Community Schools." AMC Journal 2, no. 1 (March 18, 2021): 56–74. http://dx.doi.org/10.3126/amcj.v2i1.35788.
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This article explores instructional leadership of few head teachers of Dhading district. Due to the primitive model of school leadership, students faced obstacles in achieving educational goals. The objectives of this research are to explore the tradition of the head teachers' leadership of school and the role of the head teachers for the transformation of the educational attempts and achievements. This research followed phenomenological research method. Five head teachers leading the schools for more than a decade were interviewed. The data thus collected were interpreted through coding, categorizing and comparing the key themes. The research finds that the leadership role of the head teachers in the past was responsible for lagging behind the target of the educational achievement as recommended by the curriculum. This study concludes that the school leadership must be cross-threaded in instructional process, pedagogy, information, and communication technology (ICT).
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Hilel, Anat, and Antonia Ramírez-García. "The Relationship between Professional Environmental Factors and Teacher Professional Development in Israeli Schools." Education Sciences 12, no. 4 (April 17, 2022): 285. http://dx.doi.org/10.3390/educsci12040285.
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(1) Background: This paper examines the elements essential to effective teacher professional development (TPD) and the relationship between various professional environmental factors (professional learning community perceptions, self-efficacy, professional identity, principal’s transformation leadership patterns), TDP in primary education schools, and TDP prediction. (2) Methods: Data were collected during the 2020 school year from 412 teachers in primary education schools in five Israeli districts. The professional learning community, self-efficacy, professional identity, transformation leadership patterns, and TPD scales were used to collect data. Descriptive statistics, Pearson moment-product correlation, and multiple regression analysis were used for data analysis. (3) Results: Overall, participants’ TPD was high (4.12 ± 0.83). Statistically significant correlations were observed between TPD and four independent variables (0.41–0.64; p < 0.0001). No significant associations were seen between TPD and work-related characteristics. TPD differences were observed in participants with different educational levels (F = 4.63; p = 0.003). Higher TPD levels were predicted by perceptions of the principal’s transformation leadership patterns, self-efficacy, the professional learning community, and education (F-ratio = 57.85; adjusted R2 = 0.50; p < 0.001). Conclusions: The present study attests to the importance of the school principal’s leadership patterns for TPD, alongside the contribution of self-efficacy, professional learning community, and professional identity.
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Sheppard, Bruce, and Jean Brown. "Leadership for a new vision of public school classrooms." Journal of Educational Administration 52, no. 1 (January 28, 2014): 84–96. http://dx.doi.org/10.1108/jea-03-2012-0027.
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Purpose – The purpose of this paper is to extend the understanding of distributed leadership to the school district level as the authors examine how leadership for twenty-first century learning is distributed within public schools and school districts as they strive to transform their school classrooms from primarily teacher-directed toward more student-centered and technology-enhanced. It contributes to a growing understanding of the inherent distribution of school and school district leadership and helps elucidate how existing leadership machinations can be adapted to facilitate the transformation of public school classrooms from being primarily teacher-directed, to predominately student-centered, technology-enhanced learning environments. Design/methodology/approach – This is a qualitative study conducted in all school districts in one Canadian province. Data were gathered through interviews of all district technology leaders and principals of two schools (per district) deemed exemplary in their use of technology for classroom learning; focus group sessions with stratified samples of teachers and all district-level program professionals in each district, and semi-structured observations of district-selected technology-savvy classrooms in two schools per district. Findings – The paper provides insights into the challenges of leading classroom innovation, including costs associated with technology acquisition and the provision of quality professional development. It reaffirms the continued relevance of the school principal while concomitantly confirming the inherent existence of distributed leadership within and across organizational boundaries that can facilitate or impede complex change. Finally, findings from this study serve as yet another reminder that the accumulated, rich evidence base regarding the process of leading and implementing complex innovation appears to be largely ignored by practitioners. Research limitations/implications – Because the research approach is qualitative and restricted to one defined population, the generalizability of this study may be limited. Practical implications – This paper draws attention to practical importance of fostering leadership from multiple sources and the need for reflection on how research evidence in education can better directed toward improved practice. Originality/value – Given the major public expenditures in the acquisition of new and emerging technology for public school classrooms, this paper may foster reflection for improved leadership and implementation practices. The paper anticipates that this work will contribute to a growing understanding of the distributed nature of school and school district leadership. Also, the paper believes it will help elucidate how current machinations of leadership might be adapted to facilitate the transformation of public school classrooms from primarily teacher-directed to predominately student-centered, technology-enhanced learning environments.
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Fauzian, Rinda. "KIAI LEADERSHIP TRANSFORMATION IN FORMING REGENERATION AND DEVELOPING PESANTREN PERSPECTIVE OF SOCIAL CHANGE." Penamas 33, no. 2 (December 31, 2020): 323. http://dx.doi.org/10.31330/penamas.v33i2.406.
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This study presents the transformation of the kiai's leadership in forming regeneration and developing Islamic boarding schools in Al Ummah Islamic Boarding School Sukabumi. This research uses a qualitative approach with the type of case study research, which focuses on the leadership portrait of the kiai, the mechanisms and steps for the operationalization of leadership, and the process of changing leadership. Data collection was carried out in 2018 by interviewing kiai, kiai families, students and community leaders. The results showed that the portrait of kiai leadership at Pesantren Al Ummah Sukabumi is oriented towards a democratic leadership style, which is the operationalization mechanism for the transformation of private ownership into institutional property, curriculum development, and infrastructure development. This is based on the replacement of kiai who have died, replaced by kiai families who have a holistic orientation and understanding in developing future pesantren. Recommendations from the results of this study are the importance of developing Islamic boarding schools which are not only oriented towards religious development, but also fostering students to have skills that will become their life provisions in the future.
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Navaridas-Nalda, Fermín, Mónica Clavel-San Emeterio, Rubén Fernández-Ortiz, and Mario Arias-Oliva. "The strategic influence of school principal leadership in the digital transformation of schools." Computers in Human Behavior 112 (November 2020): 106481. http://dx.doi.org/10.1016/j.chb.2020.106481.
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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.
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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.
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Zainul Mustofa Al Amin, Achmad. "Model Transformasi Pendidikan Pesantren (Studi Kasus Di Pp. Darul Dakwah Mojokerto)." PROGRESSA: Journal of Islamic Religious Instruction 6, no. 2 (August 15, 2022): 37–58. http://dx.doi.org/10.32616/pgr.v6.2.421.37-58.
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Pesantren is the oldest educational institution in the course of Indonesian life since hundreds of years ago. Pesantrens are required to re-understand their identity as Islamic educational institutions, while on the other hand, pesantren are also faced with demands to open up to several modern education systems originating from outside the pesantren. In this case, Islamic boarding schools are faced with demands to contribute to improving the quality of education, the quality of human resources needed in modern life. The aims of this research are: (1) to describe the transformation model of Islamic boarding school education in Darul Dakwah Sooko Mojokerto Islamic boarding school, (2) the reason for the transformation of Islamic boarding school education at PP Darul Dakwah Mojokerto. The results showed that, (1) the educational transformation model at PP Darul Dakwah Mojokerto, this pesantren adopted a selective integration model. (2) the reason for the transformation of Islamic boarding school education in PP Darul Dakwah Mojokerto. There are two reasons, namely, special causes and general causes. The special reason at PP Darul Dakwah is that the transformation took place against the background of the leadership of a kiai and modernization, as well as encouragement from the guardians of students and alumni. The general cause of the transformation of Islamic boarding school education has five aspects that are common causes, namely: cultural aspects, political aspects, economic aspects, leadership aspects and educational aspects.
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Hudak, Glenn M. "The Inner Life of Transformation: A Philosophic Investigation of Leadership, Media, Justice, and Freedom." Journal of School Leadership 15, no. 3 (May 2005): 305–32. http://dx.doi.org/10.1177/105268460501500305.
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This article investigates the philosophical terrain of transformational leadership by first providing a phenomenology of school leadership within the context of a media-saturated environment. Second, the article investigates transformational leadership by comparing and contrasting leadership in Plato's Republic with leadership in postmodern America.
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Kozleski, Elizabeth B., and Jeong Hoon Choi. "Leadership for Equity and Inclusivity in Schools: The Cultural Work of Inclusive Schools." Inclusion 6, no. 1 (March 1, 2018): 33–44. http://dx.doi.org/10.1352/2326-6988-6.1.33.
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Abstract A set of schools located across the United States partnered with a federally funded inclusive schools systems approach to improving outcomes for all students—both general and special education students, including students with extensive support needs stemming from intellectual and developmental disabilities. Two years of data from the schools provided evidence of changes in specific school leadership practices. Schools that received targeted, feature-specific technical assistance in the Administrative Leadership domain improved their administrative leadership performance as measured by the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool (SWIFT-FIT). Improvements were noted in the two major aspects of leadership measurement: Strong and Engaged Site Leadership and Strong Educator Support System features. Improvements corresponded with higher achievement scores on English Language Arts and Math as measured by the Partnership for Assessment of Readiness for College and Careers (PARCC) assessment. These results show promise for continued focus on improving school administrator leadership in order to install more inclusive systems of support for learning that are associated with higher levels of student achievement.
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El Halawany, Hanan, and Munirah AlAjmi. "School Leadership Master’s Program Enhancement through Cross-Border Collaboration between Assiut and Kuwait Schools of Education." Journal of Educational and Social Research 12, no. 1 (January 3, 2022): 69. http://dx.doi.org/10.36941/jesr-2022-0007.
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Egypt and Kuwait are currently executing a large-scale transformation in the national education system. On such time, school leadership capacity building and development is crucial and fundamental. Therefore, the current research seeks to scrutiny leadership components presented in the Education Administration Master program offered in Assiut and Kuwait Faculties of Education to cross match the presented knowledge and competencies with international requirements of highly credited leadership master programs. A comparative analytical study was implemented to compare the leadership models presented in the Assiut and Kuwait master’s programs in educational administration. The intended outcome is to enhance the current master program offered in both faculties.
Received: 31 October 2021 / Accepted: 1 December 2021 / Published: 3 January 2022
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Gunter, Helen, and Steve Rayner. "Modernizing the School Workforce in England: Challenging Transformation and Leadership?" Leadership 3, no. 1 (February 2007): 47–64. http://dx.doi.org/10.1177/1742715007073066.
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Redondo, Gisela. "Dialogic Leadership and New Alternative Masculinities: Emerging Synergies for Social Transformation." Masculinities & Social Change 5, no. 1 (February 21, 2016): 70. http://dx.doi.org/10.17583/mcs.2016.1929.
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<p>Leadership plays a relevant role in the improvement of organisations and its study has influenced the analysis of dynamics of social change in current societies. There is a trend to analyse leadership considering issues such as its distribution or transformative dimension. According to recent developments in this field, dialogic leadership implies the whole community in the process of creation, development and consolidation of leadership practices. However, less is known about the role of dialogic leadership in relation to men´s movements and masculinities, particularly in the field of the New Alternative Masculinities (NAM). This article presents the results of a qualitative case study developed in an adult school being part of the Learning Communities project. It illustrates existing synergies between dialogic leadership and the NAM movement. It is explored in which ways the school influence transformative processes beyond its organisation and contributes to make more visible the NAM movement. The paper shows evidence on how dialogic leadership contributes to create an environment in which emerging leadership practices of the community in relation to the NAM movement have flourished. </p>
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Sulpakar, Sulpakar, Ridwan ,. Ridwan, Sudjarwo Sudjarwo, Hasan Hariri, and Herdian Herdian. "Transformational Leadership Practices of Senior High School Principals in Indonesian Context by Gender." WSEAS TRANSACTIONS ON ADVANCES in ENGINEERING EDUCATION 19 (July 3, 2022): 164–74. http://dx.doi.org/10.37394/232010.2022.19.18.
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This article is a sequel to a study and several have been published. The purpose of this study is to answer the questions 1) are there differences in the perceptions of principals’ transformational leadership based on gender? 2) which is more solid on the perception of principals’ transformational leadership based on gender? This survey on transformation by gender and the Multifactor Leadership Questionnaire was used as research tools via a five-point Likert scale. The sample in this study amounted to 140 teachers in Pesawaran Regency, Lampung Province. The data is processed using SPSS Version 22. The calculation results show 1) the significance of the calculation results with a statistical significance of 0.05 and independent samples test, the probability (sig) is 0.106 > 0.05, meaning that the male and female population variances are the same/identical, and 2) Variance statistic for male is 23,709 smaller than female 38,361. The results of these calculations mean that gender differences do not make difference in perceptions of transformational leadership practices and women are not more solid than men in perceiving transformational leadership practices. Thus, women’s participation in contributing to development shows a significant increase both in quantity and quality, and women can act as a counterweight. In the final word, men and women, complement each other to participate in development.
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Purba, Iwan Rio Darma Putra, and Rohiat Rohiat. "The Influence of School Headmaster Transformation Leadership and Work Satisfaction on Teachers Organizational Committee." Journal of Educational Management and Leadership 1, no. 1 (June 29, 2020): 22–24. http://dx.doi.org/10.33369/jeml.v1i1.11184.
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An organization can achieve its objectives as planned if there is a good coordination from various parties in the organization, one of them is an organizational committee that is built individually in it. Based on this statement, the researcher wants to find the influence of transformational leadership and job satisfaction on organizational commitment. The location of this research was State Vocational School in Rejang Lebong Regency. The purpose of this study was to determine how much influence the transformational leadership of school principals and job satisfaction on the organizational commitment of vocational school teachers in Rejang Lebong Regency. This research is expected to be useful for principals and teachers in order to know the critical determinants of the success of the principal's transformational leadership style and job satisfaction with organizational commitment. The method used quantitative with a descriptive approach. This method explained the results of calculations with regression techniques as an analysis tool. The population in this study was 106 teachers with 84 teachers as sample. It showed that, school and job satisfaction were affecting the commitment of the organization of teachers of state vocational schools Rejang Lebong with a coefficient value of 0.706 and an effect of 0.498 or 49.8% in the form of linearly positive. Based on the results of the study, suggestion is given to the teachers that should increase the organizational commitment.
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Purba, Iwan Rio Darma Putra, and Rohiat Rohiat. "The Influence of School Headmaster Transformation Leadership and Work Satisfaction on Teachers Organizational Committee." Journal of Educational Management and Leadership 1, no. 1 (June 29, 2020): 22–24. http://dx.doi.org/10.33369/jeml.1.1.22-24.
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An organization can achieve its objectives in accordance with what has been planned if there is coordination from various parties within the organization, one of which there is an organizational committee that is built individually in it. Based on this the researcher wants to find out whether there is an influence of transformational leadership and job satisfaction on organizational commitment. The location of this research is State Vocational School in Rejang Lebong Regency. The purpose of this study was to determine how much influence the transformational leadership of school principals and job satisfaction on the organizational commitment of vocational school teachers in Rejang Lebong Regency. This research is expected to be useful for principals and teachers in order to know the critical determinants of the success of the principal's transformational leadership style and job satisfaction with organizational commitment. The method used is quantitative with a descriptive approach. This method explains the results of calculations with regression techniques as an analysis tool. The population in this study was 106 teachers with a sample of 84. School and Job Satisfaction affect the Commitment of the Organization of Teachers of State Vocational Schools Rejang Lebong with a coefficient value of 0.706 and an effect of 0.498 or 49.8% in the form of positive linear. Based on the results of the study, suggestions are given to teachers to increase organizational commitment.
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Chen, Wen-Yan, and Hui-Ling Wendy Pan. "Heading for Success: Three Case Studies of School Transformation through Capital Construction." International Education Studies 9, no. 5 (April 26, 2016): 75. http://dx.doi.org/10.5539/ies.v9n5p75.
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<p class="apa">Utilizing capital as a construct to analyze leadership that triggers school transformation is a newly emerged perspective. This study employed the capital theory as the framework to explore how schools undertook the transformative tasks by multi-case study. Three secondary schools in Taiwan were recruited to investigate how leaders constructed the intellectual, social, spiritual, and financial capital and the interplay among the capitals. The findings indicated that despite certain strategies commonly employed by case schools, the ways schools develop capitals as the strategy of school transformation depended on their unique context. One form of capital might be used to facilitate another form of capital. The study applied capital perspective to Asian context has extended its explanatory power and has created the basis for further research in the field of school reform.</p>
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Robertson, Sylvia. "Transformation of professional identity in an experienced primary school principal." Educational Management Administration & Leadership 45, no. 5 (May 15, 2017): 774–89. http://dx.doi.org/10.1177/1741143217707519.
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School principals have unique identities that influence capacity to manage change. This New Zealand study explores professional identity in educational leadership and addresses a lesser researched area of identity transformation in longer-serving principals. Principals were asked how they perceived themselves as changing or changed as they led their schools through complex change processes. This article references the insights and perceptions of the most experienced of the participating principals. Findings suggest that longer-serving principals continue to transform their professional identities as they manage emotions, make decisions, access professional learning and interact with others.
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Iyer, Ramajanaki Doraiswamy. "Servant Leadership in Teaching." International Journal of Human Resource Studies 3, no. 1 (February 28, 2013): 100. http://dx.doi.org/10.5296/ijhrs.v3i1.3035.
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Sound education is the supporting spine for the economic and social development of any nation and is primarily responsible for eradication of poverty and enhancement of an individual’s earnings . Teachers are the gatekeepers for the holistic character building of students and hence it is essential that they in turn are taken care of by effective leadership at schools. Leadership in schools should bring about a transformation encourages great and committed teaching. School leaders can pave way for setting clear directions and the fertile background for professional development of teachers. Teaching, like nursing is a noble profession that brings to minds an image of vocation and dedication.Servant leadership is a unique approach to leadership that emphasizes on selfless service of followers by being their servant, rather than assuming a command and control hierarchical role in the organization. This paper tries to examine the concept of servant leadership in the context of teaching. Key words: Servant Leadership, Teacher,Teaching
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Mårell-Olsson, Eva, and Peter Bergström. "Digital transformation in Swedish schools – Principals’ strategic leadership and organisation of tablet-based one-to-one computing initiatives." Seminar.net 14, no. 2 (October 15, 2018): 174–87. http://dx.doi.org/10.7577/seminar.2978.
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This paper reports on a research study about principals’ strategic leadership and organisation of schools within established tablet-based one-to-one computing initiatives. The aim was to investigate how principals lead and guide one-to-one computing initiatives in K–12 education. The research questions focused on principals’ expressed intentions and their strategic leadership and organisation when implementing tablet-based one-to-one computing initiatives in Swedish schools. The empirical material was collected through semi-structured interviews with seven principals in five municipalities where the schools had used tablets for more than six months within a one-to-one computing initiative. The findings are organised by themes concerning one-to-one computing as a strategy to change teaching and working methods, using technology for adapting teaching and learning to every pupil’s needs, and strategies for organisation. The findings show that marketisation of schools (e.g. the school-choice reform) in combination with the annual presentation of national rankings have had an impact on the financial situations of schools because they receive a voucher for every attending pupil. The participating principals’ strategic leadership concerning their intentions and applied strategies on how to lead and organise the digitalised school are an attempt to meet the demands that the marketisation and digitalisation of Swedish schools requires.
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Shen, Qingfeng. "Developing Teacher Leadership in Educational Technology: A Systematic Literature Review." BCP Social Sciences & Humanities 19 (August 30, 2022): 717–23. http://dx.doi.org/10.54691/bcpssh.v19i.1872.
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In the age of intelligence with artificial intelligence, big data, 5G, and other new technologies as the core, the development of digital technology has had a significant impact on the role and responsibilities of school leaders. Teacher technology leadership is the key factor affecting the development of school informatization. As a dynamic process, educational technology leadership is integrated by educational theory, information technology, and leadership, with an ability to promote the transformation of learning methods in the information age. With the continuous development of information technology and deepening of education and teaching reform, educational technology leadership presents a new strategic turn. In this paper, a literature review is conducted based on the concept of teacher technology leadership. Teacher leadership in technological transformation and application in the age of intelligence is analyzed, practices and models that can be learned are summarized, and methods for the improvement of teacher technology leadership are explored, so as to provide reference for academic research and teaching practice.
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Fei, Yin. "The Essential of Self-Efficacy in Transformational Leadership for Elementary Schools in China." Journal of Digitainability, Realism & Mastery (DREAM) 1, no. 05 (October 17, 2022): 31–41. http://dx.doi.org/10.56982/dream.v1i05.48.
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Organizations must adapt to change if they want to endure and meet any new problems that come from both inside and outside the business. Organizations that are open to change will find it simpler to modify and adapt their organizational objectives in response to current trends and demands. All organizations will have to deal with the major issue of change or transformation. To deal with change, organizations must have a transformation and innovation plan. This is required to ensure that current organizations continue to function and are not hindered by the times. The ability to adapt to change is a crucial quality for success in dealing with any change. the dynamic nature and unpredictability of conditions offer a deeper understanding of the research on the individual’s adaptive performance. Many researchers admire the importance of transformation. A person who practices transformational leadership interacts with others and forges bonds with them that can inspire and uplift both leaders and subordinates. in order to boost the spirit of pure transformative leadership. Transformational leaders, on the other hand, inspire and motivate their teams to accomplish amazing achievements. As a result, this theoretical piece looked into the relationship between primary school principals' sense of self-efficacy and the clusters of transformational leadership styles they employ. The levels of four types of self-efficacy will be evaluated: those based on mastery experience, on emotional and psychological states, on vicarious experience, and on the verbal persuasion. It has been suggested that trait theory underpin the entire field of inquiry. The purpose of the proposed framework on self-efficacy and its influence on transformational leadership was to identify the contexts in which certain leadership styles are most effective, as well as the predictors that can be used to strengthen these styles. Subsequent research must verify that variations in leadership beliefs and practises have an effect on organisational performance and that these variables are substantially correlated with principals' institutional contexts. Significantly, this framework has the potential to serve as a holistic approach to evaluating school system performance, addressing education obstacles and challenges, and laying the groundwork for China's educational pathway.
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Artip Sornsujitra, Kanyarat Suksaen, Pratoomtong Trirat, Sakda Sakonthawat,. "Evaluation of Guidelines for Developing Digital Leadership of School Administrators According to the School Development Model Towards Leadership in Digital Era." Psychology and Education Journal 58, no. 2 (February 10, 2021): 5802–8. http://dx.doi.org/10.17762/pae.v58i2.3009.
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This research was aimed to 1) determine the current and desirable states, and the priority needs index of the guidelines for developing digital leadership of school administrators according to the school development model towards leadership in digital era; 2) evaluate the guidelines for developing digital leadership of school administrators. Mixed methods research was employed and undertaken in 2 phrases. Phrase 1 investigated the model. The sample includes 14 schools affiliated to the Saint Gabriel’s Foundation, Thailand in 2020 academic year. Instruments consist of concept questionnaire, current and desirable states questionnaire, model propriety and feasibility evaluation form. Phrase 2 evaluated the model’s guidelines for developing digital leadership of school administrators according to the school development model towards leadership in digital era by means of interviews with 30 experts of human resource development, digital technology, and education administration. Instruments comprise structured questionnaire, and guidelines propriety and feasibility evaluation form. Analyses involve descriptive statistics i.e. frequency, percentage, mean, and standard deviation, PNI Modified ,and content analysis.
Results of evaluation of the guidelines for developing digital leadership of school administrators according to the school development model towards leadership in digital era revealed that the current and desirable states are in overall at a moderate and highest level, respectively. The highest values of priority needs index of the guidelines in different elements are as follows: transformation ranked first for the development goals; engagement ranked first for the development methods; building capacity for rapid operation ranked first for the development objectives; and digital knowledge and skills development and organizational management ranked first for the self-assessment process.
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Waheed, Zarina, Sufean Hussin, and Megat Ahmad Kamaluddin Bin Megat Daud. "The best practices for school transformation: a multiple-case study." Journal of Educational Administration 56, no. 1 (February 5, 2018): 88–103. http://dx.doi.org/10.1108/jea-11-2016-0136.
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Purpose The purpose of this paper is to explore the best practices of school leaders, teachers, pupils, parents and the community in selected transformed schools in Selangor, Malaysia. Design/methodology/approach This qualitative multiple-case study explores the best practices in two selected transformed schools through in-depth interviews, observations and document reviews. The data were collected from 2 school heads, 6 teachers with administrative responsibilities and 20 teachers. The themes were elucidated via open, axial and selective coding based on the grounded theory approach. Findings The analysis identified various best practices exhibited by school leaders, teachers, pupils, parents and the community. Four themes were found to be common as best practices in both selected schools, which were adaptive and multi-dimensional leadership, winning-the-hearts, extensive use of Information and Communication Technology in school operations, and a culture of acquiring and sharing professional knowledge. The unique theme for School A was the emphasis on the social, emotional and ethical well-being of the students, while extensive parental involvement and support was a unique theme identified in School B. Research limitations/implications The findings of this paper may be used as guidance tool for policy makers and educational planners regarding school transformation in Malaysia, and as well as in other countries. Such practices can be learned, adapted and replicated by other schools in order to transform. The findings also have direct implications to current teachers, school leaders, parents and the community. Originality/value This study contributes to the growing body of research on the best practices and school transformation in Malaysian transformed schools. There is a decisive need to explore the best practices of transformed schools in Malaysia based on their own cultural and contextual needs in order to help schools that aspire for transformation.
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Opiyo, Rose Atieno. "Inclusive Practice and Transformative Leadership Are Entwined." Global Journal of Transformative Education 1, no. 1 (February 11, 2019): 52–67. http://dx.doi.org/10.14434/gjte.v1i1.25981.
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Inclusive Education (IE) is arguably a popular discourse in education systems as, not merely a concept that addresses needs of Learners with Special Needs (LSEN), but rather a relatively broad approach, continuous process that looks into how to transform both formal and non-formal education systems and other learning environments to respond to diversity. IE is placed at the core of human rights movement, Education for All (EFA) and social equity agenda with lots of educational social and economic premiums attached to this movement. While a lot is documented on the factors that slows down the progress towards more inclusive schools in Kenya, less is known about leadership acumen of school leaders yet, the art and science of transformation of the school into an effective inclusive environment squarely lies in the province of school leaders. This theoretical review is underpinned in the social model of disability. Based on personal inquiries, consultations with researchers in the area of transformative education and an extensive review of World Wide Web of organizations, databases, references, and on-line publications of empiric literature on transformative leadership, education management and inclusive education, this paper provides evidence that inclusive IE and transformative leadership are closely knit .It urges that IE initiatives geared towards supporting effective implementation and sustainability of inclusive schooling must interrogate leadership ability of school leaders and develop them as critical ingredients in turning round schools into effective inclusive learning environments.
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Tanucan, Jem Cloyd M., Crislee V. Negrido, and Grace N. Malaga. "Digital Leadership of School Heads and Job Satisfaction of Teachers in the Philippines during the Pandemic." International Journal of Learning, Teaching and Educational Research 21, no. 10 (October 30, 2022): 1–18. http://dx.doi.org/10.26803/ijlter.21.10.1.
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This study examines school heads' digital leadership as a predictor of teachers' job satisfaction in the Philippines during the pandemic. A total of 520 public school teachers across the 16 regions of the country answered the validated online survey questionnaires between March and May 2022. With the descriptive-predictive research design, descriptive statistics, and regression analysis, the study finds that school heads have a satisfactory level of digital leadership as perceived by their teachers. This finding suggests that Filipino school heads can, at least to a satisfactory level, guide their schools and stakeholders toward digital transformation to remain adaptable and competitive in a rapidly changing digital and social media landscape. Furthermore, Filipino teachers experienced satisfactory job satisfaction during the pandemic, which suggests that they continue to cope with and adapt to the new work and educational changes despite the plethora of challenges and transitions. Finally, this study reveals that school heads' digital leadership predicts teachers' job satisfaction. When leaders are competent to lead and model in the digital age, their subordinates become more satisfied with their work. Therefore, training programs for improving school heads' digital leadership are necessary to enhance their teachers' job satisfaction, especially since technology plays a significant part in diverse educational activities.
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Setia, Shinta, Pwee Leng, Yurillah Endah Mauliate, Dian Ekowati, and Dwi Ratmawati. "The Principal Leadership in Developing Inclusive Education for Diverse Students." International Journal of Emerging Issues in Early Childhood Education 3, no. 1 (May 30, 2021): 08–24. http://dx.doi.org/10.31098/ijeiece.v3i1.519.
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Background – Zonasi, a new ‘zoning-based school’ system implemented by the Indonesian government in June 2019 has created a significatnt impact on student enrollment in all public schools across the country. Before June 2019, student enrollment in public schools were based on its schools selection process, mainly academic achievement, whilst for past 2 years (2019 and 2020) students enrollment has been based on “zonasi”, a geographical distance between student’s home and the chosen school. The closer the distance, the bigger chance to get acceptance. As as result, public schools nowadays has more diverse students than before. Purpose - This research aimed to explore leadership practices of secondary public school principal in transforming a regular public school into inclusive public school through the act of leadership practices. The school was acknowledged by local government and communities as one of the successful inclusive public high school in Surabaya.Design/methodology/approach - This research used a qualitative approach within a case study design. The data collection techniques used in this research were interviews, observations, and school documents. Data were collected from the principal, 2 counseling teachers, 2 special education teachers, and head of educational in the district.Findings - The result revealed four principal leadership behaviour to transform regular public school into inclusive public school i.e. (1) changing mindset the teachers and non-academic staffs, (2) promoting inclusive practices within the school through various programs, (3) promoting inclusive practive in teaching-learning process, (4) building connection with parents & local communities, and seeking government support on the innitiatives.Research limitations – This study only investigated one public school, with the involvement of a school principal and 4 teachers. It would be better if the scope of the research could be broader, for example covering elementary and high schools, and involving more participants, such as the vice principal of the curriculum field, students and parents.Originality/value – This study contributes to leadership research in the context of secondary school education, which has undergone a transformation from the previously students tend to be homogeneous because they are based on standardized academic qualification, nowadays students at schools have more diverse social backgrounds as a result of the implementation of the zoning system in Indonesia. The findings of this paper can be used as a tool. a guide for policy makers and educational planners regarding zoning system in Indonesia. Such practices can also be learned, adapted and imitated by other schools.
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Barker, Bernard. "Rethinking leadership and change: a case study in leadership succession and its impact on school transformation." Cambridge Journal of Education 36, no. 2 (June 2006): 277–93. http://dx.doi.org/10.1080/03057640600718703.
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Yildiz, Nadire Gulcin. "School Counselors’ Leadership Role in Creating a Collaborative School Climate for Linguistically Diverse Students." Journal of Education and Learning 10, no. 6 (October 11, 2021): 7. http://dx.doi.org/10.5539/jel.v10n6p7.
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School systems are increasingly diverse communities, with a broadening diversity of students and staff alike. School counselors play a critical role in creating a welcoming school climate within the school community. As a catalyst for change within the school system, school counselors can create an effective community partnership culture for schools and families that is collaborative and welcoming for all. This article will discuss the importance of creating a collaborative school climate for linguistically diverse students (LDS) in order to promote their overall well-being and school achievement. With this objective in mind, a review of the literature on school counselor’s leadership role within the school community will be discussed, before embarking on an investigation into the effectiveness of counselors as agents of systemic change in facilitating engagement. A discussion of school counselors’ role in creating a welcoming school climate towards LDS within the school and school community could pave the way for a more positive organizational culture. Using a systemic approach, which aims to generate greater understanding and awareness, school counselors have the power to play a critical role in the transformation of the school system, especially for students from diverse backgrounds (Aydin, 2011; McCall-Perez, 2000; Schwallie-Giddis, Anstrom, Sanchez, Sardi, & Granato, 2004).
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Anwar Safar Alhejaili, Anwar Safar Alhejaili. "A Critical Appraisal of Using Digital Literacy as A Transformational Leadership Style in An Educational Context: مراجعة نقدية لاستخدام مهارات المعرفة الرقمية كنمط قيادة تحويلية في سياق تربوي." مجلة العلوم التربوية و النفسية 6, no. 1 (January 28, 2022): 168–80. http://dx.doi.org/10.26389/ajsrp.r270721.
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School leadership is only second to classroom instruction in terms of influence on student learning. The strengths of digital literacy lie in its ability to employ the transformational leadership approach to guide and direct the educational goals whereas its weakness rests on its susceptibility to failure to influence educational achievement as anticipated especially if it is wrongly implemented. With a particular focus on the Saudi Arabian educational context, the objective of this critical assessment in this area is to lay bare the benefits and shortcomings of adopting the digital literacy scheme so as to inspire change-oriented school leadership. The strengths identified include the capability to inspire and lead positive change within an educational setting, ensure a technology-oriented basis for organisational change, provide a platform for empowering a school community by inspiring genuine collaboration among the stakeholders, and to nurture all-round educational technology leaders. The analysis finds digital literacy as an approach to transformational leadership weak in that its effectiveness is dependent on the self-efficacy of the educational leader involved vis-à-vis their digital proficiency, the digital competence of the school as well as the access to the requisite professional and trade standards and their applicability. The critical appraisal offers a starting point upon which educational supervisors can effectively implement the digital literacy approach in their efforts to lead, direct and inform the desired transformation in an education setting.
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Dambrauskienė, Dalia, Laima Liukinevičienė, and Sigitas Balčiūnas. "Implementing Distributed Leadership in Pre-school Education Institutions." Journal of East European Management Studies 27, no. 4 (2022): 686–708. http://dx.doi.org/10.5771/0949-6181-2022-4-686.
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The article aims to reveal the implementation of distributed leadership in Lithuanian pre-school education institutions from the perspective of a principal in the organization. The article presents the results of qualitative research (the interviews n=11) conducted in 2019 in Lithuania. The research is based on the concept of distributed leadership as a result of interaction between leaders and followers, as a forward-looking transformation, which is discussed in science. The position of a principal has been chosen: the perspective of the person elected as a pre-school principal for the first time, or an experienced pre-school principal who is assigned to manage two institutions at the same time. The research has revealed that the majority of principals seek to implement distributed leadership due to their moral values and from the pragmatic point of view. The factors that hinder principals’ desire to implement distributed leadership in pre-school education institutions have been revealed as well.
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Heinzová, Zuzana. "Transformačný líder v edukácii v kontexte organizačnej kultúry školy." Psychologie a její kontexty 12, no. 2 (May 2022): 91–105. http://dx.doi.org/10.15452/psyx.2021.12.0013.
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The transformation of education should originate in the school environment. Teachers, as actors of change, thus find themsel es in the position of transformational leaders. Keller (2006) identifies as transformational leaders those individuals who can succeed and fulfil a vision, inspire and activate followers who respond with en‑ thusiasm and determination to achieve goals. Part of a leader’s job is the co‑creation of the organizational culture being upheld in the educational setting. Organizational culture rep‑ resents the nature of the workplace, approach, unwritten rules of interaction and the values of the organization (Morcos, 2018). Organizational culture as defined by Cameron and Quinn (2011) points to the fact that aleader significantly participates in its formation. These claims are confirmed by various studies conducted in different types of organizations, including schools, worldwide (f.e. Daud et al., 2015; Berkemeyer et al., 2015; Yücel et al., 2013). Goal: The aim of the present paper was to find out whether there is a relation between the school organizational culture and the characteristics of transformational leaders in education in the Slovak context. Methods: The paper consists of two studies due to the use of two different research methods assessing transformational leadership factors. Study 1: the research group consisted of 107 Slovak teachers (N = 107; AMage= 43.72; SDage= 10.51; 18.69 % men). The data were obtained through the Leadership Practices Inventory (LPI; Kouzes & Posner, 2013), assessing five types of practices – leadership practices: 1) Model the Way, 2) Inspire a Shared Vision, 3) Challenge the Process, 4) Enable Others to Act, 5) Encourage the Heart and 6) the Organizational Culture Assessment Instrument (OCAI; Cameron & Quinn, 2006), mapping four types of organizational culture – Clan, Adhoc, Market, and Hierarchy. Study 2: the research group consisted of 100 Slovak teachers (N = 100; AMage= 40.99; SDage= 7.79; 30.00 % men). The data for this study were obtained through the Czech Leadership Questionnaire (CLQ; Procházka et al., 2016) assessing eight subscales corresponding to four components of transformational leadership, three components of transaction‑ al leadership, and laissez‑faire leadership. Only the four components of transformational leadership were used. The second questionnaire was also OCAI. All tools were modified and adapted to local conditions. Results: Relation analysis between the observed variables in both studies showed statistically significant positive moderately strong relations assessed by LPI, CLQ to the Clan’s organizational culture of the school (LPI r = from.262** to.394**; CLQ r= from.222* to.420***). For Study 1: negative moderately strong relations between Market organiza‑ tional culture and LPI factors (r = from -.224** to -.421***) and Study 2: CLQ with Hierarchical Organizational Culture (r = from -.249* to -.437***). The Clan organizational culture dominates in the monitored Slovak schools, closely related to the characteristics of trans‑ formational leaders in education as potential actors of changes in education. Conclusion: According to the findings, transformational leaders in education, being an attractive example for others, are charismatic bearers of innovative ideas, they are progressive in their approach to their followers, strengthening the school team spirit and ap‑ preciating and encouraging them. They are the leaders of the Clan organizational culture. The positive finding in both studies remains that the researched Slovak schools show a prevalence of the Clan organizational culture.
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Kaliská, Lada. "Osobnostné faktory budúceho lídra v edukácii." Psychologie a její kontexty 12, no. 2 (May 2022): 57–73. http://dx.doi.org/10.15452/psyx.2021.12.0011.
Full textAbstract:
The study focuses on transformational leadership in the school environment, reflecting the current need for necessary changes in modern schools. It represents a diversion from rationality emphasizing emotionality, a leader’s personality strength and influence, since s/he has a potential to motivate, engage or challenge others – colleagues or students. The study aim was to ascertain the personality variables of a future leader in education – a future teaching professional, graduated from the bache‑ lor and master degrees at Matej Bel University in Banská Bystrica (N = 205,72 % females, AMage = 20.87). Methods: Personality variables (neuroticism, extraversion, openness to experience, agreeableness, conscientiousness level) were mapped by the NEO‑FFI inventory (Slovak version in Ruisel & Halama, 2007), self‑esteem level by the Rosenberger’s Self‑Esteem Scale (RSS, 1965 in Blatný & Osecká, 1994, ɑ = 0.67), and transformational leadership practices (ability to model the way, α = 0.68, inspire a shared vision, α = 0.80, to challenge the process, α = 0.77, enable others to act, α = 0.67, encourage the heart, α = 0.81) by The Leader‑ ship Practices Inventory (LPI, Kouzes & Posner, 2012 in Kaliská, 2019). Results: Correlation and regression analysis showed that personality factors (extra‑ version, openness, agreeableness, conscientiousness) entered into significant positive moderate to weak (low effect size) relations with all types of leadership practices. Neuroticism entered into significant negative weak relations with the ability to challenge the process of others, the ability to inspire a shared vision for others and model the way in the future direction (with low effect size significance). The self‑esteem level did not enter into any relations with various types of leadership practices. Thus, only two personality factors (conscientiousness and openness to experience) contribute to the determination of leadership practice types, where these personality factors predict in the range of 8 % to 21 % of the total variability the variance of individual leadership practices. The highest personality prediction level by these two factors was proved for the transformation practice of challenge the process for the followers (21 %), the ability to model the way to the direction of the organization (almost 21 %) and the ability to inspire a shared vision for others (20 %). Openness to experience appears to be the strongest predictor of all types of leadership practices, remaining in a significant positive weak to moderate relations (.164 ≤ r ≤ .386) to all types of practices when controlling for the other personality factors. Conclusion: Awareness of the personality factors of future leaders in the school system, i. e. teachers, creates a potential to set the pre‑gradual educational goals so as to in‑ crease their leadership competencies. These leaders are the building blocks of a successful transformation of our education, and as such should have qualities characterized as transformational leadership features, such as the ability to think strategically, be action‑oriented, support others in their visions and spread out the vision of the organization within the school system, and become a role model, inspiration, and driving force for new followers (new leaders).
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Tulloch, Shelley, Lena Metuq, Jukeepa Hainnu, Saa Pitsiulak, Elisapee Flaherty, Cathy Lee, and Fiona Walton. "Inuit principals and the changing context of bilingual education in Nunavut." Études/Inuit/Studies 40, no. 1 (June 14, 2017): 189–209. http://dx.doi.org/10.7202/1040151ar.
Full textAbstract:
Although positive policies and laws promote the Inuit language and Inuit qaujimajatuqangit (IQ) in all sectors of Nunavut society, including at all levels of Inuit schooling, many Nunavut schools are still struggling to overturn colonizing practices and mindsets that have hindered effective education of Inuit youth. In this article, we document perceptions of students, teachers, principals, parents, and community members related to school transformation under the leadership of an Inuk principal and and Inuk co-principal in two Nunavut high schools. These oral accounts show that having an Inuit principal enhanced students’ opportunities to learn and practise the Inuit language and IQ through enhanced, localized programming and increased exposure to Inuit ways of speaking and being. Parents were mobilized and equipped to support and advocate for their children, including joining local District Education Authorities, when they were able to communicate easily and effectively with the principal, and saw their knowledge, culture, and language valued and practised in the school system. We argue that the strong, community-anchored leadership modelled in these two schools transformed the context for effective intercultural, bilingual education. Results point to the importance of leadership by school principals in actualizing the goals set out in Nunavut’s Education Act (2008), governmental mandates, and language laws.
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Akua, Chike. "Standards of Afrocentric Education for School Leaders and Teachers." Journal of Black Studies 51, no. 2 (December 30, 2019): 107–27. http://dx.doi.org/10.1177/0021934719893572.
Full textAbstract:
What is Afrocentric education (ACE)? What are the implications of ACE for school leaders and teachers? What is the relationship of ACE to multicultural education (MCE) and how does ACE differ from MCE? What are the standards that govern ACE’s philosophical foundation and practical application? This article provides a practical definition of ACE that can be understood by the community and the academy, the theoretical basis of ACE, its relationship to MCE, a synthesis of the research literature, and a framework of basic standards that educational leaders, teachers, and professors can employ for curriculum development, strategic planning, instructional leadership, instructional strategies, and transformation of school culture in PK-12 and higher education. This article also offers a definition of leadership and Afrocentric Educational Leadership to frame and inform future research.
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Pašková, Lucia. "Transformative Leadership and Teachers Loneliness in the Educational Environment." Lifelong Learning 11, no. 2 (2021): 131–45. http://dx.doi.org/10.11118/lifele20211102131.
Full textAbstract:
The transformation of education is taking place all over the world, with priority given to the "level" of school management in terms of improving the quality and results of education. Despite this enormous interest, the literature currently does not offer a sufficient theoretical understanding of leadership concepts, especially in the school environment neither in Slovakia. In this paper, we try to characterize one of the most current styles of transformative leadership. This concept is currently the most discussed in professional circles, as the dominant influence of the transformative leader is based on building a relationship between the leader and his followers. And it is thebuilding of a relationship that can be the prevention of employee loneliness manifested in their performance. It is a specific negative emotion that has received little theoretical or empirical attention. The research was carried out in 2020. The research group consisted of 181 teachers of traditional primary schools in central Slovakia. Transformative leadership was measured through the Leadership Behavior Inventory (LPI) and loneliness using the Scale of Loneliness Inventory (LAWS). The SPSS program was used to process the research data. The study is correlated. Our findings clearly show the positive impact of transformative leadership on reducing the loneliness of employees in the school environment, which implies the need to develop the competencies of a transformative leader in teachers and managers in education.