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Benoliel, Pascale, and Anit Somech. "Functional heterogeneity and senior management team effectiveness." Journal of Educational Administration 54, no. 4 (July 4, 2016): 492–512. http://dx.doi.org/10.1108/jea-09-2015-0079.
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Purpose – There has been an increasing trend toward the creation of senior management teams (SMTs) which are characterized by a high degree of functional heterogeneity. Although such teams may create better linkages to information, along with the benefits of functional heterogeneity comes the potential for conflicts that stem from the value differences among subcultures in an organization. These conflicts can adversely affect performance. The purpose of this paper is to examine how school leaders’ activities mediate the relationship of SMT functional heterogeneity to SMT effectiveness (in-role performance and innovation). Design/methodology/approach – Data, which were obtained through a survey, was collected from a sample of 92 schools in Israel. Data were collected from two sources (principals and SMT members) to minimize problems associated with same source and common method bias. Data were aggregated at the team level of analysis. Findings – The results of structural equation model indicated that principal’s internal activities enhanced SMT in-role performance whereas principals’ external activities enhanced SMT innovation. The results also showed that principal’s internal activities are full mediators of the relationship between functional heterogeneity and SMT in-role performance. Originality/value – This study has implications for policies involving the design and implementation of leadership tools to effectively manage SMTs. The results of this study can help principals to establish priorities and allocate their time and resources more effectively, both inward and outward the SMT boundary so as to assist functionally heterogeneous SMTs translating the benefits of functional heterogeneity into significant achievements.
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Sumarto, Sumarto. "PENINGKATAN ASPEK PERENCANAAN UNTUK MEWUJUDKAN SEKOLAH EFEKTIF DALAM LEMBAGA PENDIDIKAN ISLAM." At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam 3, no. 01 (September 17, 2019): 85. http://dx.doi.org/10.24127/att.v3i01.978.
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The future of schools is largely determined by managerial factors one aspect is planning. Small schools will develop significantly when professionally managed. With the same easy management, large schools will grow. Conversely, advanced schools will experience a setback when management is not well managed. If schools neglect management, small schools will close down in the face of multimensional dimensions. Planning patterns in schools that have not been conducive to face the challenges of modernization even need to be changed into planning patterns that are more responsive to the needs of society and the demands of the times. The pattern must lead to activities that involve more and more people in the leadership ranks, to jointly run the wheels of the school organization towards conditions that are advanced and established, both in terms of institutional, educational system, learning process, and quality of students so that they can realize effective school.Keywords: Planning, Effective Schools and Islamic Education Institutions
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Sepulveda, Felipe, and Carolina Aparicio Molina. "Habilidades de liderazgo instruccional de directores y sus equipos de gestión de escuelas de la región del Biobío, Chile: fortalezas y desafíos." Revista de Investigación Educativa 37, no. 2 (June 25, 2019): 487–503. http://dx.doi.org/10.6018/rie.37.2.329861.
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En esta investigación se describen las habilidades de liderazgo con un enfoque instruccional de directores, equipo de gestión y docentes de establecimientos educativos de la región del Biobío, Chile. Se encuestaron a 64 miembros del equipo de gestión y 424 docentes de 17 establecimientos educativos utilizando el instrumento PIMRS. El análisis de datos demostró que no existen diferencias significativas en la valoración de los encuestados en la implementación de las tres dimensiones establecidas en el PIMRS. Sin embargo, se determinó que los docentes presentan diferencias significativas con respecto a los miembros del equipo directivo en término de las tres dimensiones y diez funciones establecidas en el PIMRS. Al comparar la valoración de los equipos directivos y los docentes, las menores brechas se registran en las funciones asociadas a la definición de la misión de la escuela y las mayores brechas se encuentran en las funciones asociadas al fomento de un adecuado clima de aprendizaje escolar. La valoración de las actividades asociadas a la implementación de liderazgo instruccional de los directores y jefes UTP difiere en términos de los énfasis que se otorgan dependiendo de cada cargo. This research describes leadership skills from an instructional approach of school principals, management team and teachers of educational organizations from the Biobío region, Chile. A sample of 64 members of the school management team and 424 teachers were surveyed using the PIMRS instrument. The data analysis showed no significant differences in the assessment of the respondents in the implementation of the three dimensions established in the PIMRS. However, it was determined that teachers have significant differences with respect to the members of the management team in terms of the three dimensions and ten functions established in the PIMRS. When comparing the assessment of the management teams and the teachers, the smallest gaps are found in the functions associated with the definition of the school’s mission and the biggest gaps are found in the functions associated with the promotion of an adequate school learning climate. The evaluation of the activities associated with the implementation of instructional leadership of principals and pedagogical heads differs in terms of the emphasis that is granted depending on each position.
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Anderson, Jane, and Petia Sice. "Evaluating the possibilities and actualities of the learning process." Learning Organization 23, no. 2/3 (April 11, 2016): 94–120. http://dx.doi.org/10.1108/tlo-02-2014-0004.
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Purpose This paper aims to reflect on the opportunities and challenges of the learning process in practice and explores the case of a local authority school Pilot Wellbeing Programme (PWP) intervention. The aim of the PWP was to create the best workplace conditions and circumstances for people to flourish and mature, both individually and collectively. Findings show that the socio-physical environment plays a significant and leading role in supporting this work, as does the consistent modelling of higher level behaviours including integrity, respect and acceptance by intervention managers and school leadership teams. It was also important that the change processes were continually tailored and nuanced to meet the evolving needs of the staff and organisation throughout the intervention. Emphasis was also placed on encouraging individual involvement and commitment by implementing inclusive measures that fostered trust and openness. Design/methodology/approach The intervention worked to the organisational learning process model. Findings Headteachers (HT) are still playing a key role as caregivers to their staff. Wellbeing is something people in school generally expect to be “done” to them. Personal accountability for one’s own health and wellbeing is still a growth area in schools. Any change processes implemented to support this process need to be continually tailored and respectfully nuanced to meet the evolving needs of the staff and organisation throughout the intervention. Accruing quantitative evidence to support the effects of wellbeing work in schools is painstaking and challenging. Practical implications HT have traditionally taken the role of school staff “caregiver”, overseeing staff wellbeing often to the detriment of their own wellbeing. This situation is becoming unsustainable as HT’ capacity for this kind of work is diminishing. School staff need to accept an increasing role in the maintenance of their own personal–professional wellbeing. Social implications School staff who do not mind their own wellbeing act as a poor model to their pupils who may ultimately emulate their behaviour. Additionally, as staff sickness absence due either directly or indirectly to stress becomes a growing issue in schools, educational standards will be increasingly difficult to attain and maintain. Wellbeing mechanisms need to be put in place now to stem this possibility. Originality/value The intervention is unique in as much as it took a deliberately holistic approach to school staff wellbeing by including all school staff in the change programme. Previous similar programmes have targeted professional staff only, excluding non-teaching classroom staff and school support and maintenance staff.
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Aliekperova, N. V. "The development of elective discipline «Leadership in pharmacy» for training master of pharmacy, industrial pharmacy in Ukraine." Farmatsevtychnyi zhurnal, no. 6 (December 9, 2020): 46–55. http://dx.doi.org/10.32352/0367-3057.6.20.05.
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The conditions of modern pharmaceutical market development require leadership at each level that lets not only respond rapidly and efficiently on the changes of the environment but initiate the necessary changes. Leaders as agents of changes can transform people’s values, to motivate and inspire, to form the vision of development of healthcare system and pharmaceutical sector taking into account the principles of system thinking for the provision of population with available, quality and safe pharmaceutical care and the improvement of their life.
The aim of the work is the development of an elective discipline «Leadership in Pharmacy» for training Master of Pharmacy, Industrial Pharmacy.
The literature review based on the data of international and foreign educational standards of higher pharmaceutical education, the current national educational standard, the experience of teaching subjects devoting to leadership in pharmacy both abroad and in Ukraine has been carried out. Such a scientific quantitative method as a survey has been used. 221 students from the School of Pharmacy at Bogomolets National Medical University have taken part in the survey.
The recommendations of the International Pharmaceutical Federation pay attention to the advisability of forming leadership competencies for pharmaceutical workers. The national standards of higher pharmaceutical education in the USA, Great Britain, Australia, Canada include a specific list of leadership competencies. The domestic standard of higher education for getting a Master’s degree in Pharmacy, Industrial Pharmacy includes certain general competencies based on the leadership. Some leadership skills are listed as special competencies and they are reflected in the discipline «Pharmaceutical Management and Marketing». However, a discipline aimed at the complex and systematic formation of leadership competencies is not presented in the working educational plan for training Masters in the field of knowledge «Healthcare» and specialty «Pharmacy». About 70% of the School of Pharmacy students at Bogomolets National Medical University think that the materials devoted to leadership «worth including» to the educational program and 28% of them notice that «rather worth including». According to the students’ opinions, the most interesting leadership topics are traits of leaders aimed at the success, leadership and team, the formation of leadership strategy – 76%, 72% і 70% respectively. The structure of the elective discipline «Leadership in Pharmacy» with an indication of the aim, list of topics, and the desired educational outcomes (competencies) has been presented.
The elective discipline «Leadership in Pharmacy» considering the formation of leadership skills at three successive levels, namely individual, team and organization has been developed. This discipline consists of the following modules: «Foundations of Leadership. Personal Leadership», «Leadership and Collaboration», «Leadership and Organizational Change».
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Cheng, A. H., L. B. Chartier, S. Hawes, S. Vaillancourt, M. McGowan, and K. Dainty. "LO104: A collaborative approach to developing and delivering a multi-modal quality improvement and patient safety curriculum for emergency medicine residents." CJEM 18, S1 (May 2016): S66. http://dx.doi.org/10.1017/cem.2016.141.
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Introduction / Innovation Concept: The 2015 CanMEDS framework requires all Canadian residency programs to increase their focus on Quality Improvement and Patient Safety (QIPS). A survey of the FRCP Emergency Medicine Residency Program Directors in Canada (63% response rate, 8/13) found that 75% (6/8) of programs have QIPS curricula with 84% (5/6) in the form of didactic lectures and 67% (4/6) as resident participation in a local project. Lectures alone do not expose learners to the practicality of conducting a QIPS project, and local resident projects often do not expose learners to the complexities of organization-wide QI initiatives. Furthermore, QI initiatives require working in interdisciplinary teams. We therefore hypothesize that an effective QIPS curriculum will require multiple education methods delivered using a multi-disciplinary lens. Methods: A collaborative longitudinal QIPS curriculum for emergency medicine residents at the University of Toronto (UT) was developed using multiple educational methods by physicians and non-medical QI specialists. The curriculum addresses three levels of QIPS training: Knowledge (lectures in PGY1 and 2), practical skills at the local clinical microsystem level (QI project in PGY3), and practical skills at the organization level (problem solving using the case method in PGY5). Curriculum, Tool, or Material: The lectures are taught by physicians involved in local and organization-wide QI projects and by those in senior management. The PGY3 residents enrol in a co-learning curriculum developed by the Department of Medicine, where residents and faculty conduct a local QI project together. The PGY5 teaching cases were created with management consultants using material from a real hospital QIPS initiative. PGY5s are taught using the case method that places the learner in the role of the organization’s manager who discusses the issues in class and proposes actions. Residents learn about the practicality of their recommendations by discussion with the management consultants, who disclose the case outcomes and review the lessons learned. Conclusion: A longitudinal QIPS curriculum for emergency medicine residents at UT was developed collaboratively. Multiple teaching methods address all three levels of QIPS training. This curriculum represents a novel use of the case method to instruct QIPS project leadership and management outside of the business school setting. Discussions with management consultants provide a different perspective of the real-life challenges of conducting QIPS initiatives.
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Stosich, Elizabeth Leisy, Candice Bocala, and Michelle Forman. "Building coherence for instructional improvement through professional development." Educational Management Administration & Leadership 46, no. 5 (May 29, 2017): 864–80. http://dx.doi.org/10.1177/1741143217711193.
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This study explores how six school leadership teams in a rural district in California responded to professional development (PD) designed to strengthen leadership practices and organizational conditions in schools for improving teaching and learning. Specifically, the PD was intended to address the problem of practice identified by the schools: teachers needed to learn to work in new ways to support students in meeting the Common Core State Standards (CCSS). Researchers used design-based implementation research (DBIR) to understand the connection between the design and implementation of the PD model and the impact on participating schools. Findings suggest that in developing PD programs, three challenges need to be addressed in designing experiences for educators that strengthen their capabilities to lead instructional improvement: maintaining the connection between organizational processes and instructional practice; approaching school leadership team collaboration as joint work; and utilizing a developmental approach to improvement. The article concludes by exploring the potential of DBIR for designing and refining models for school leaders’ professional learning.
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Leechman, Gareth, Norman McCulla, and Laurie Field. "Local school governance and school leadership: practices, processes and pillars." International Journal of Educational Management 33, no. 7 (November 4, 2019): 1641–52. http://dx.doi.org/10.1108/ijem-12-2018-0401.
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Purpose The purpose of this paper is to investigate the processes and relationships between school councils and school leadership teams in the local governance of 18 independent, faith-based schools in New South Wales, Australia. Design/methodology/approach A three-phase, mixed-method research design was used incorporating development of a conceptual framework for local school governance drawn from current literature, face-to face interviews with chairs of school councils and principals, and a subsequent survey of school council members and within-school leadership teams. Findings Noting a lack of research into the practices and processes of school council operations and their interface with school leadership, the study identified five key areas that were seen to be foundational to the effectiveness of local governance. Research limitations/implications The study contributes an Australian perspective to an international need to better understand local governance arrangements in school leadership and management. Practical implications At a practical level, the study provides valuable insights to principals, and to those aspiring to the role, on the nature of the relationship between the school council and school leadership teams. Social implications The study responds to a marked increase internationally in local governance arrangements for schools by way of school councils or boards. Originality/value A review of literature reveals that, somewhat surprisingly, there has been relatively little research undertaken in this key area of leading and managing schools.
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Benoliel, Pascale, and Izhak Berkovich. "There is no “T” in school improvement: the missing team perspective." International Journal of Educational Management 31, no. 7 (September 11, 2017): 922–29. http://dx.doi.org/10.1108/ijem-04-2016-0069.
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Purpose The concept of teams tends to be marginalized in the scholarly discussion of school improvement. The purpose of this paper is to argue that teams play a crucial role in promoting an holistic integration of school operation necessary to support school change. Specifically, the paper outlines the dynamic of effective teams at times of school improvement. Design/methodology/approach The paper presents the concept of teams, elaborates on their central function as a “coupling mechanism,” and describes the reciprocal relations between teams and school change. Findings The paper emphasizes the reciprocal effects of teams and change, suggesting that teams can serve as key change agents in school restructuring processes, specifically when balancing between “coping” and “pushing” forces. Based on the model, effective team leadership and effective school leadership at times of school change are introduced. Practical implications are discussed for school leaders. Originality/value The integration of the concept of teams into the school improvement discourse might assist school leaders to develop processes and procedures that will enable both school teams and schools to react more effectively in times of change and restructuring.
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Van Jaarsveld, Leentjie, P. J. (Kobus) Mentz, and Suria Ellis. "Implementing the Multifactor Leadership Questionnaire (MLQ) in a challenging context." International Journal of Educational Management 33, no. 4 (May 7, 2019): 604–13. http://dx.doi.org/10.1108/ijem-02-2018-0041.
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Purpose An emphasis on school performance is not just a national issue, but must be examined within the global context. Successful leadership is ensured by school leaders’ compliance to a set of basic practices within particular school contexts. The impact of leadership styles on performance, the work environment and job satisfaction is emphasized, while the appropriate leadership style could make teachers more effective in terms of job productivity. The adoption of different leadership styles by school leaders shows positive results with regard to school effectiveness. The purpose of this paper is to describe school leadership styles and the influence the styles have on school performance. Design/methodology/approach A quantitative approach with a post-positive paradigm was followed. A systematic random sample of 72 secondary schools in KwaZulu-Natal, South Africa, was selected. The Cronbach’s α coefficient, statistical significance (p-values) and effect size (d-values) were calculated, and a factor analysis was conducted. Findings The results show a difference between teachers and principals regarding the transformational leadership style. The principals in the high-performing schools were perceived as less passive-avoidant in practice than those in the low-performing schools. A principal manages and leads a school effectively by applying an appropriate leadership style. Research limitations/implications For future research, it will be advisable to make use of a mixed-method design. Although the Multifactor Leadership Questionnaire addressed numerous aspects of leadership and leadership styles, the “voice” of the respondents lacked. Furthermore, more leadership styles could be investigated in different contexts. Practical implications A chosen principal leadership style is not necessarily the best style for this purpose. School principals and teachers interpret leadership styles differently. Communication is therefore important. Social implications The principal leadership style is not always necessarily the teachers’ and learners’ choice. It is important that schools keep up with a constantly changing world. Originality/value If school principals and teachers agree upon a specific leadership style, there may be better collaboration which enhances better academic performance as well as effectiveness regarding schools.
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Ho, Dora, Moosung Lee, and Yue Teng. "Size matters." International Journal of Educational Management 30, no. 6 (August 8, 2016): 1104–22. http://dx.doi.org/10.1108/ijem-09-2015-0125.
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Purpose – The purpose of this paper is to examine the relationship between staff size and perceived organizational support (POS) in early childhood education (ECE) organizations. Design/methodology/approach – A territory-wide questionnaire survey was designed to investigate the perceptions of preschool teachers in Hong Kong on four dimensions of organizational support, namely, teacher participation in decision making, school management support, school performance in organizational support, and organizational negativity in organizational support. In total, 2,066 teachers from 189 schools were sampled with stratified random sampling. Confirmatory factor analysis and latent mean analysis were employed. Findings – There was a significant relationship between staff size and POS. Specifically, teachers working at small schools in terms of staff size reported significantly higher POS than their counterparts in medium and large schools in aspects including teacher participation in decision making, school management support, and school performance in POS. Conversely, both medium and large schools had higher scores on organizational negativity. Research limitations/implications – There may exist other factors (e.g. principal leadership), which are not investigated in this study, that influence POS. Future studies are needed to capture a fuller structural relationship among an array of factors that influence POS. Originality/value – Research on staff size and POS has been conducted separately, without one element informing the other. The findings of the present study will stimulate more research on POS and staff size. The study will stimulate thinking about whether larger preschools are more efficient than smaller preschools in terms of scale of economies in a marker driven, ECE context. Building upon the foundation laid by the study, future studies may explore the interaction between staff size and POS on intended student outcomes in ECE.
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Heystek, Jan, and Raymond Emekako. "Leadership and motivation for improved academic performance in schools in low socio-economic contexts." International Journal of Educational Management 34, no. 9 (June 15, 2020): 1403–15. http://dx.doi.org/10.1108/ijem-10-2019-0378.
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PurposeThis paper examines motivational practices and engagements of schools – through strategies developed by principals with the members of the school management team – to improve academic performance.Design/methodology/approachThe research used an interpretive approach within a qualitative design in which schools were purposefully selected. In each of the sampled schools, individual interviews were conducted with the principal as well as a focus group with the school management team and another focus group was identified teachers.FindingsThe main findings reveal that school labelling (where schools are labelled as underperforming schools) as a public notice was identified as the main push towards intrinsic motivation, especially when positive results in learner performance are eventually achieved. Extra classes, teaching collaboration, monitoring and team building were some of the main strategies used. Efforts appear to focus on performance in Grade 12 examinations. Therefore, the study recommends that attention be spread across all grades as a long-term improvement plan for the education system. Furthermore, since these strategies have worked successfully, the national and the provincial education departments should consider developing plans for academic improvement based on these strategies.Research limitations/implicationsThis research contributed to the understanding of school improvement in a specific context of low socio economic and societal context and schools are able to improve in spite of the challenging context. This is specifically in a developing country's context. More research can be conducted about the specific influence of intrinsic motivation and how extrinsic factors can become internalised as intrinsic motivation factors.Practical implicationsThe findings from this project can provide leadership at schools with the necessary information and examples of what can be done to get teachers to improve the performance in a challenging context. The use of extrinsic as well as intrinsic motivational actions can provide the leadership with the necessary guidelines to implement in their schools. The appointment of principals with specific characteristics needed attention in policy as well as the practice of the appointment process.Originality/valueThe research is contributed to the knowledge of school improvement from a perspective of a developing country and is using motivational theories within this context. The limited literature which links motivation to the process of school improvement is advanced from ice perspective of low socio economic context in a developing country.
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Bush, Tony, and Derek Glover. "School leadership and management in South Africa." International Journal of Educational Management 30, no. 2 (March 14, 2016): 211–31. http://dx.doi.org/10.1108/ijem-07-2014-0101.
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Purpose – The purpose of this paper is to provide a systematic review of the literature on school leadership and management in South Africa, linked to the 20th anniversary of democratic government and integrated education. Design/methodology/approach – The authors conducted a systematic review of all published work since 2007 with a more selective review of sources before 2007. Findings – The findings show emerging evidence about the development of school leadership and management in South Africa but they also highlight on-going challenges, including poor learner outcomes, conflict with teacher unions, uneasy relationships between principals and school governing bodies, and leadership which remains focused on administration rather than teaching and learning. Research limitations/implications – The findings show that research on school leadership and management is developing but remains limited in terms of its scope and a reliance on small-scale unfunded projects. Practical/implications – The findings confirm the need for specialist leadership training for current and aspiring principals and for other senior and middle leaders. Social/implications – The findings show that South Africa remains a divided society with great differences in the quality of education available to learners, based on social class rather than race. Originality/value – The paper’s value lies in the comprehensive and systematic review of research on school leadership.
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Bellibaş, Mehmet Şükrü, and Sedat Gümüş. "A systematic review of educational leadership and management research in Turkey." Journal of Educational Administration 57, no. 6 (November 4, 2019): 731–47. http://dx.doi.org/10.1108/jea-01-2019-0004.
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Purpose While the current knowledge in the field of educational leadership and management (EDLM) has been primarily based on research produced in English-speaking Western societies, there have been significant efforts by other societies to contribute to the knowledge production, especially during the past decade. The purpose of this paper is to identify the contribution of Turkey to the international EDLM literature by investigating the topical focus, conceptual frameworks and research designs of papers published by EDLM scholars from Turkey. Design/methodology/approach Descriptive content analysis method was employed to examine 315 empirical, review, conceptual and commentary papers published by Turkish scholars in core educational administration and Web of Science journals. The time period of the review left open-ended. However, in practical terms, it begins in the year 1994 when the first article from Turkey was published in any of the selected sources and ends at the end of 2018. Information relevant to the research was extracted from each article and was coded to facilitate quantitative analysis. Using Excel software, descriptive statistics including frequencies and percentages were provided for each research question. Findings Results show that Turkish EDLM scholars mostly rely on survey based quantitative research approach, employing advanced statistical techniques in the analysis of the data. However, mixed method and qualitative studies are relatively less common. Organizational behavior, school leadership and emotions stand out as most frequently used topics, while Turkish scholars are not interested in analyzing the educational outcomes such as student achievement and school improvement. Consistent with the findings related to topical foci, a large number of those who were interested in correlational studies examined the relationship between leadership roles and organizational behaviors. Research limitations/implications The data set only included journal articles and excluded conference proceedings, books and theses/dissertations. Nevertheless, the authors believe this review adds significantly to previous reviews of local EDLM journals conducted by Turkish scholars. The authors concluded that the Turkish scholars should direct their future research to exploring and better understanding the practices of Turkish principals in schools by: diversifying their research topics; incorporating more qualitative and mixed-method designs; and taking into account specific features of the culture and educational system in Turkey. Practical implications Based on the current higher education context, reducing scholars’ teaching load, diversifying research funding opportunities, and modifying access to tenure tracks seem necessary interventions to support EDLM research with strong ties to practice and to the sociocultural context. In addition, policy changes aiming professionalization of administrative positions and establishing some forms of formal training for school principalship are needed. Such changes can help transfer the knowledge produced by the Turkish EDLM researchers to the practice and provide solutions to problems related to school administration. Originality/value This paper will add to recent effort to identify how a developing nation outside Western perspective approaches the field, and contributes to the global knowledge base.
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Jogezai, Nazir Ahmed, Shaik Abdul Malik Mohamed Ismail, and Fozia Ahmed Baloch. "Change facilitation: what styles do Pakistani secondary school head teachers possess?" International Journal of Educational Management 35, no. 1 (August 18, 2020): 47–62. http://dx.doi.org/10.1108/ijem-09-2019-0335.
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PurposeThis study aimed at exploring the change facilitator styles (CFS) that secondary school head teachers in Pakistan possess.Design/methodology/approachThis is a quantitative study using Hall and George CFS questionnaire to collect data from 276 secondary school head teachers. The CFSQ used in this study consists of 30 Likert-type questions relating to six scales. The six scales, with five items each in aggregate, form three possible CFS, including initiator, manager and responder.FindingsThe results indicate that most secondary school head teachers (75.7%) in Pakistan used responder CFS to facilitate change in their schools. 16.7% of the head teachers used manger, while only 7.6% possessed initiator change facilitation styles.Research limitations/implicationsThe study has implications for research, in particular in the developing countries where head teachers' leadership practices are rooted in the past with maintaining authority and status quo.Practical implicationsThe study has implications for policymakers and schools in developing countries, like Pakistan, in terms of considering the vital role of head teachers in change implementation. In particular, in the prevailing cluster-based educational management, the study's findings remain valuable for schools in the Balochistan province of Pakistan.Originality/valueThe paper reports the results regarding secondary school head teachers' change facilitator styles in the context of power devolution in Pakistan. The authors believe that the manuscript is appropriate for publication by the international journal of educational management because it is in line with the aims and scope of the journal. The authors assure the originality of this work. It has not been published elsewhere, nor is it currently under consideration for publication in any other journal.
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Greany, Toby, and Joanne Waterhouse. "Rebels against the system." International Journal of Educational Management 30, no. 7 (September 12, 2016): 1188–206. http://dx.doi.org/10.1108/ijem-11-2015-0148.
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Purpose The purpose of this paper is to describe and analyse the development of school autonomy, school leadership and curriculum innovation in England over the past 40 years. It provides a baseline picture for the wider international study on school autonomy and curriculum innovation. Design/methodology/approach An initial literature review was undertaken, including policy document analysis. Interviews and observations were undertaken with participants on a pilot professional programme for school leaders seeking to develop their school curriculum. Findings While all schools in England have needed to adapt their curricula to reflect the new National Curriculum introduced from 2014, relatively few schools appear to have used this opportunity to design genuinely innovative curricula that respond to the changing needs of learners in the twenty-first century. This includes the academies and free schools – currently around one in four schools – which are not legally required to follow the National Curriculum. The authors posit that leadership agency by principals and their professional teams is more important than policy/legal freedoms for securing curriculum innovation. Such agency appears to depend on the capacity and confidence of leaders to shape an alternative and innovative curriculum in the face of structural constraints, in particular England’s sharp accountability system, effectively making these leaders “rebels against the system”. Research limitations/implications The empirical findings are preliminary and based on a small convenience sample. Originality/value Given England’s position as a relatively extreme example of high-autonomy-high-accountability quasi-market school reforms this paper provides valuable insights on school autonomy and curriculum innovation that can inform policy and practice more widely.
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Rad, Hamid, Sakineh Shahi, and Ahmad Fazeli. "The Role of Transformational Leadership and Knowledge Management in Organizational Innovation of Schools." Education & Self Development 16, no. 1 (March 31, 2021): 40–53. http://dx.doi.org/10.26907/esd16.1.05.
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One of the most significant prerequisites for an innovative school is the presence of transformational leaders and knowledge sharing. The primary purpose of this study was to determine the effect of the transformational leadership on organizational innovation with the mediating role of knowledge management. It applied research by orientation, descriptive research by purpose, survey research by strategy, causal research by nature, and a questionnaire in terms of data collection methods. Data were collected from 265 school principals, expert officers and deputy managers at the Department of Education of Dasht-e Azadegan county, Khuzestan province, Iran. As the target population was small, census sampling was adopted and all the 265 members participated in the survey. For data collection, the Multifactor Leadership, Organizational Innovation, and Knowledge Management Questionnaires were used, whose reliability (using Cronbach’s alpha) was estimated to be 0.89, 0.93, and 0.91, respectively. Factor analysis was used for validity assessment. For data analysis, structural equation modeling in Amos software was employed. The results showed that components of intellectual stimulation, idealized influence, inspirational motivation, and individualized consideration, both directly and through the mediating role of knowledge management, influence organizational innovation of schools.
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Hattke, Fabian, and Steffen Blaschke. "Striving for excellence: the role of top management team diversity in universities." Team Performance Management: An International Journal 21, no. 3/4 (June 8, 2015): 121–38. http://dx.doi.org/10.1108/tpm-03-2014-0019.
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Purpose – The purpose of this paper is to evaluate the influence of top management team diversity on academic excellence in universities. Academic excellence is conceptualized as successfully gaining funds for inter-organizational research collaborations, interdisciplinary graduate schools and high-ranked scientific reputation. Design/methodology/approach – The study applies upper echelon theory to universities. Three hypotheses are developed: (overall) top management team heterogeneity is positively associated with successful funding of excellence clusters, (overall) top management team heterogeneity is positively associated with successful funding of graduate schools and (overall) top management team heterogeneity is positively associated with academic reputation. The empirical study is based on a cross-sectional dataset with a time lag, covering characteristics of 75 German public universities from 2008 to 2013. Multiple-regression analysis is applied to test the hypotheses. Findings – Our results indicate that disciplinary and educational diversity of upper echelons has a positive effect on the outcomes. Other top management team characteristics (age, gender, etc.) show no significant effects. Besides top management team composition, we find that a high number of faculties and a broad inclusion of internal status groups (students, tenured faculty, academic and administrative staff) and external stakeholders in decision making processes may enhance academic excellence of universities. Research limitations/implications – First, the study contributes to the body of literature concerned with higher education. It is situated at the crossroads of management studies and higher education research, unlocking strategic management theorizing for the public context. Furthermore, the study contributes to the body of literature on strategic leadership in pluralistic organizations. It highlights the importance of heterogeneous governance structures and modular organization designs for achieving academic excellence. Practical implications – The paper may inform practitioners in administrative or leading positions and policy-makers concerned with higher education. The more diverse a top management team is in terms of multiple disciplinary backgrounds, the more likely they succeed in driving the university toward academic excellence. Originality/value – The study is among the first to evaluate the influence of top management teams in universities with a quantitative research design.
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Mifsud, Denise. "Distribution dilemmas." Educational Management Administration & Leadership 45, no. 6 (August 12, 2016): 978–1001. http://dx.doi.org/10.1177/1741143216653974.
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In this paper, I explore the relationship of democracy to educational leadership; more specifically, to the notion of distributed leadership as it unfolds within policy-mandated multi-site school collaboratives, with particular reference to practices in Malta. Under the policy framework ‘For All Children To Succeed’ introduced in Malta in 2005, Maltese primary and secondary state schools embarked on the process of being organized into networks, legally termed ‘colleges’. I explore leadership distribution among the leaders constituting the college and the subsequent inherent tensions within this educational scenario. The notion of distributed leadership as perceived by the leaders is examined, and especially the leaders’ reception of its presentation in the policy document as the leadership discourse; and its eventual (non-)enactment at both school and college level. A Foucauldian theoretical framework, specifically Foucault’s concepts of power relations, governmentality, discourse, and subjectification, is used to carry out a case study of a Maltese college, collecting data via semi-structured, in-depth interviews, participant observation and documentary analysis. Narrative is both the phenomenon under study and the method of analysis. The policy discourse does not unfold in a participatory democratic manner in practice, resulting in an organizational paradox where leadership enactment in a Maltese college is ‘directed’ from above, rather than ‘distributed’. These findings may be significant for educational practice, policy and theory in terms of the generation of problematization which may lead to further research on this contested topic.
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Rengel Jara, Eduardo Vicente, Jackson Wayne Babb, and Timothy Marshall Flohr. "Status and scope of project management in the hospitality industry." International Hospitality Review 33, no. 2 (December 2, 2019): 142–49. http://dx.doi.org/10.1108/ihr-09-2019-0016.
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Purpose Project management is an essential skill in the hospitality organization that is only becoming more important (Tereso et al., 2019). Bridging the gap between academia and industry is achievable by experiential learning or providing students with curriculum that gives them hands-on access to real-world industry research projects that attempt to solve real-world industry issues (Steed and Schwer, 2003). The purpose of this paper is to understand the scope of project management curriculum in universities’ hospitality programs, to understand the scope of project management skill requirements in hospitality firms and to narrow the disconnect between project management in academia and in hospitality firms. Design/methodology/approach The study used a mixed method approach. On the side of academia, a quantitative collection method was used to gage which universities offered a project management course, how many universities offer these courses and how many project management courses each university had. On the side of industry, a survey was administered to industry professionals in senior management positions. It was a quantitative survey designed to gage the importance of having project management as part of university curriculum. The aim was to show what was expected to be a disconnect between the two sides – academia and industry. A total of 57 responses were collected. Out of them 49 were usable. The Human Subjects consisted solely of two populations: individuals who worked in the hospitality industry. This accounted for 12 of the responses; individuals who worked in academia – more specifically in higher education at schools that offer Hospitality Management curriculum. This accounted for 37 of the responses. The subjects were identified and recruited through the professional networking site LinkedIn (for subjects that were industry professionals) and through both LinkedIn and American Hotel Lodging and Educational Institute databases for the subjects in academia. There were no direct potential benefits to the subject. The potential societal benefits of the study were the advancement of knowledge within the disciplines of both Hospitality Management and Project Management. The authors used the University of Memphis’ Qualtrics system and changed settings to anonymize responses so IP addresses would not be collected. The Qualtrics’ default is to collect IP addresses and GPS coordinates of those who responded. By setting the survey to anonymized responses the investigators were not able to collect this identifiable information. This information was included in the confidentiality, methods/procedures and in any other necessary sections/documents noting that the investigators would set Qualtrics to anonymize responses. Findings H1 was supported. The findings showed that most colleges and universities did not require project management classes for degree completion. Preliminary research showed that of 68 of the top hospitality programs in the world that were researched, only 7.5 percent required taking project management centric courses in order to graduate (College Choice, 2019; The Best Schools, 2019; Top Universities, 2018). In total, 43.2 percent of respondents answered “yes” when asked if their school offers courses in project management based on this definition of project management: “A project is temporary in that it has a defined beginning and end in time, and therefore the defined scope and resources. And a project is unique in that it is not a routine operation, but a specific set of operations designed to accomplish a singular goal. A project team often includes people who do not usually work together – sometimes from different organizations and across multiple geographies. Project management, then, is the application of knowledge, skills, tools, and techniques to project activities to meet the project requirement” (Project Management Institute) (See Table A1). Of 43.2 percent that answered yes, 64.3 percent said that the courses were required for graduation (See Table AII). Meaning, only 27.8 percent of schools surveyed offered and required completing project management courses for graduation. It should be noted that this number may be lower as bias may have played a factor. It is evident that hospitality programs understand the importance of project management because 85.7 percent of the colleges and universities surveyed are teaching project management concepts in courses that are not project management centric, like Meeting and Event Planning (See Table AIII). H2 was supported. Only 9.1 percent of respondents believed that project management skills are not at all important to line level employees. Most, 54.6 percent, believed that project management skills are important to some extent for line level employees. In total, 9.1 percent believed that project management skills are not at all important for supervisory level employees; 27.3 percent believed they are needed to some extent and 36.4 percent believed they are needed to a moderate extent. As for management level employees, it was found that 63.6 percent believed project management skills were needed to a great extent. For director level employees, 63.6 percent believed project management skills are necessary. Finally, 72.7 percent of respondents believed project management skills are necessary for both VP level employees and executive leadership (See Table AIV). It should be noted that one person did not believe themselves qualified to answer questions regarding project management within their organization. More than half of respondents said that project management skills are used to a great extent within their organization. H3 was not supported. Both hospitality schools and hospitality companies agreed that project management skills have some level of importance in academia and in industry – most believed the skills were very important at both junctions (See Tables AV and AVI). However, in the preliminary research the authors found that 55 percent of the top 111 hospitality companies had project management positions, meaning that there was a potential need for project management courses in colleges and universities (Ranker, 2019). As stated earlier, only 7.5 percent of the top 68 colleges and universities required project management courses to be completed upon graduation. So, the discrepancy lies within the vastly different percentages between project management positions within companies and project management courses within schools. Research limitations/implications The data provided strong evidence that supported the idea that project management is not required in hospitality programs upon completion. This opens new avenues to research the reasons behind schools not offering project management courses or making it a requirement for degree completion. On the other hand, project management skills are considered to be needed by hospitality managers. This provides valuable information for future studies that look to close the gap between academia and industry. The results indicated that project management is important for hospitality companies and schools, but the lack of project management education in colleges and universities is evident. The results of this study provided good news to students that aim to work in hospitality companies, since they can improve their project management skills and encourage their programs to stay updated with the industry needs so that they can succeed in their professional lives. Though this was an exploratory study of the project management discipline within the hospitality industry – with a limited sample size – the data clearly justified that there is room for additional data collection and research in this area of study. Practical implications The results show that there is a disconnect between project management curriculum in schools and project management skill demand in the hospitality industry. The research should encourage schools to invest appropriate resources into required project management curriculum. The hospitality industry is vast in the types of businesses that fall under it. Project management is one skill set that can be useful across most of the different businesses in the hospitality industry. From a practical standpoint, providing students with a solid background in the project management discipline provides them an advantage in the highly competitive hospitality industry. It accomplishes this by providing the students with in-demand knowledge and competencies that are both universally accepted and highly regarded by hospitality management companies as a skill set that is widely used in the industry. Social implications There were limitations to this study. Some pieces may be improved in future research. The Qualtrics survey could have been reduced in number and order of questions for a better interaction and results. The use of the Qualtrics database might be helpful to reach a bigger population. Potential steps could be taken to reduce bias that may play a factor in the responses. For example, some respondents may have claimed that their schools offer project management curriculum when in fact they do not, or they do not know to what extent. Originality/value Project management is an essential skill in the hospitality organization that is only becoming more important (Tereso et al., 2019). Bridging the gap between academia and industry is achievable through experiential learning or providing students with curriculum that gives them hands-on access to real-world industry research projects that attempt to solve real-world industry issues (Steed and Schwer, 2003). Most graduate level curriculum at universities was found to hone skills like written and oral communications, problem solving and decision making, organization, time management and cost control (Steed and Schwer, 2003). It has been suggested that universities add project management curriculum and experiential learning to their programs for a more streamlined transition from academia to industry (Steed and Schwer, 2003). Existing research on this subject is a bit dated, so the objectives were: to understand the scope of project management curriculum in universities’ hospitality programs; to understand the scope of project management skill requirements in hospitality firms; to narrow the disconnect between project management in academia and in hospitality firms.
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Cliffe, Joanne, Kay Fuller, and Pontso Moorosi. "Secondary school leadership preparation and development." Management in Education 32, no. 2 (March 21, 2018): 85–91. http://dx.doi.org/10.1177/0892020618762714.
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In England, school leadership preparation has shifted from the National College and local authorities to teaching schools, their alliances and multi-academy trusts. Against this changing educational landscape, we investigate opportunities presented to men and women in secondary school leadership teams (SLTs). Drawing on interview data from a British Educational Leadership, Management and Administration Society funded investigation, we report on leadership preparation and development opportunities, aspiration to headship, headteachers’ support of ‘in house’, regional and national preparation programmes, coaching and mentoring involvement as well as access to formal and informal networks. Our analysis of SLTs as sites of potential for headship demonstrated some variability in women’s and men’s reported experiences. Accredited courses, higher degrees and workplace-based preparation provided access to leadership preparation and development opportunities; access was not transferrable from school to school. We identified a fragmented system and suggest policy and cultural changes to allow SLTs to offer inclusive and sustainable opportunities for succession planning.
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Lynch, David, Richard Smith, Tony Yeigh, and Steve Provost. "A study into “organisational readiness” and its impacts on school improvement." International Journal of Educational Management 33, no. 2 (February 4, 2019): 393–408. http://dx.doi.org/10.1108/ijem-07-2017-0181.
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Purpose The purpose of this paper is to compare measures of socio-economic status (Index of Community Socio-educational Advantage values (ICSEA)), school performance, school funding and school readiness in terms of their impact on student performance. In this respect, the paper tests the proposition – given research that suggests the teacher is the important ingredient in improved student learning performance – that a school principal who has strategical worked to “ready” their teachers for a whole of school teaching improvement agenda will generate increased student learning results than those who have not and further this improvement will occur irrespective of the circumstance of the socio-economic circumstance of the school. Design/methodology/approach In total, 22 Government schools from a single school district in Australia participated in the study, after having been involved in a system sponsored “teaching improvement program”. A survey, consisting of 30 seven-point Likert-style scale items, was administered to all teachers and school leaders in the school district. The survey was designed to rate levels of staff perceived alignment, capability and engagement to the programme as it was implemented by the Head in each school. The information regarding each school’s ICSEA value, funding per student and student learning performance, was obtained from the database provided by the relevant authority (ACARA). All statistical analysis was completed using SPSS Version 22. Findings The findings of this study indicate that high levels of organisational readiness, as defined by the alignment, capability and engagement (ACE) approach, are associated with effective teaching and improvement in student outcomes. In turn, the authors interpret this to mean that the internal organisation of a school has important effects on student achievement that are independent to external factors such as school funding or even the socio-educational positioning of the school. Research limitations/implications The findings of this study indicate that high levels of organisational readiness, as defined by the ACE approach, are associated with effective teaching and improvement in student outcomes. The implications are that the ACE provides a framework for what the school leader needs to focus on when whole of school teaching improvement is the goal. The study did not investigate what the school leader did in each school to ready their staff. Practical implications These findings indicate the importance of leadership in a school and provide an insight into what the school leader needs to focus on when whole of school teaching improvement is the intended goal. This focus can thus be understood as the leader working to ensure all staff members are ACE to the improvement agenda. Social implications The improvement of educational outcomes is a global goal of governments. In this respect, Organisation for Economic Cooperation and Development (OECD) school systems in particular have linked education system performance and international competitiveness in ways that place pressure on the “black box” of individual schools. Reports, such as the Programme for International Student Assessment and local testing regimes testify that governments and communities are interested in the academic performance of students within and across schooling systems. The benefits of high performing schools contribute to the standard of living of citizens and the well-being of a society more generally. This paper investigates propositions that focus the work of the school leader to achieving such inherent goals. Originality/value The paper introduces the concept of school readiness. The premise is considered important to the current research because it represents the ability of schools to participate in reform agendas that are characteristic of government policy positions. The “school readiness” approach lies outside the education literature, motivated by the idea that the literature on turning around failing organisations in sectors outside of education provides clear guidelines for reforming schools. The implications for turnaround leadership are particularly encouraging and important particular organisational factors, in common with sectors outside of education, are of significant importance in enhancing teacher motivation, teacher learning and consequential improvements in student outcomes. This paper seeks to add empirical evidence in support of these approaches by adopting what the authors refer as organisational “readiness” for reform developed by Schiemann (2014).
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Bush, Tony, Suriani Abdul Hamid, Ashley Ng, and Maria Kaparou. "School leadership theories and the Malaysia Education Blueprint." International Journal of Educational Management 32, no. 7 (September 10, 2018): 1245–65. http://dx.doi.org/10.1108/ijem-06-2017-0158.
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Purpose The purpose of this paper is to provide a systematic review of the Malaysian literature on three prominent leadership models (instructional, distributed and transformational), linked to a major educational reform initiative captured in the Ministry of Education’s Malaysia Education Blueprint (MEB). Design/methodology/approach The approach is a systematic review of all relevant Malaysian literature, in English and Bahasa Malaysia, on instructional, distributed and transformational leadership and alternative terms linked to these models. Findings The findings show that there is an emerging literature on these leadership models and their prevalence in Malaysian schools but that they have been interpreted in ways that are distinctive to the highly centralised Malaysian context. For example, instructional leadership is prescribed, so there is some evidence of its practice, notably in respect of monitoring. Similarly, distributed leadership is allocative, rather than emergent, as suggested in western literature. Research limitations/implications The findings show that, while research on these models is emerging, much more research is required to establish whether and how leadership practice in Malaysia differs from that outlined in the normative western literature. Practical implications There is emerging evidence to suggest that instructional and distributed leadership, if enacted carefully, can have a positive impact on student outcomes. Social implications The leadership models were developed in western, mainly decentralised, contexts, and there are clear implications for how such models might apply in highly centralised cultures, such as that prevailing in Malaysia. Originality/value This is believed to be the first systematic review of the Malaysian literature on school leadership models, linked to the MEB. It is also distinctive in including both English language and Bahasa Malaysia sources.
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Asuga, Gladys, Scott Eacott, and Jill Scevak. "School leadership preparation and development in Kenya." International Journal of Educational Management 29, no. 3 (April 13, 2015): 355–67. http://dx.doi.org/10.1108/ijem-10-2013-0158.
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Purpose – The purpose of this paper is to evaluate the quality of the current provision for school leadership in Kenya, the extent to which they have an impact on student outcomes and the return on school leadership preparation and development investment. Design/methodology/approach – The paper draws from educational leadership, management and administration courses delivered by universities and other institutions to aspiring and practising educational leaders in Kenya. It employs a method for evaluating return on leadership development investment first articulated by Eacott (2013). Findings – While there is growth in provision, consistent with international trends, this provision is more recognised for its standardisation than points of distinction; there is minimal attention to identified dimensions of leadership leading to higher student outcomes which raises questions regarding the universality of school leadership preparation and development curriculum; and the high course costs of current provision is an inhibiting factor in assessing the return on investment in school leadership preparation and development. Research limitations/implications – The study was limited to publicly available documents from a limited sample of institutions. There is a need for more studies in the area. Practical implications – Institutions seeking to offer school leadership development have grounds on which to make decision about what programs their school leaders should undertake in terms of cost and quality. The study provides institution offering school leadership development courses evidence on which to base future policy direction. Social implications – The findings provide a case for investing in school leadership development given the impact courses may have on student outcomes. Originality/value – The paper provides a comprehensive overview of the current provision on school leadership preparation and development in Kenya. It contributes to its understanding in Africa in terms of quality, performance impact and return on investment.
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Steed, Kevin, John De Nobile, and Manjula Waniganayake. "Merit selecting school leaders: Australian principals' perspectives." International Journal of Educational Management 34, no. 8 (April 25, 2020): 1303–15. http://dx.doi.org/10.1108/ijem-12-2019-0417.
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PurposeThis research paper explores the perspectives of Australian school principals in the state of New South Wales (NSW) regarding what they believe constitutes “merit” when selecting deputy principals, assistant principals (primary) and head teachers (secondary).Design/methodology/approachAn online survey was utilised to collect qualitative and quantitative data from school principals across the state of NSW to investigate their understanding of, and approach to, the merit selection of their respective school leadership cadres.FindingsStudy findings indicated a statewide variance in the perceptions of principals when identifying merit for the purposes of recruiting school leadership teams. These findings question the widely held view that candidates compete for school leadership positions on a level playing field.Practical implicationsIn practical terms, the findings indicate that NSW school principals would benefit from more intensive professional learning opportunities designed to enhance their ability to objectively identify and assess merit when selecting school leaders.Originality/valueThis study contributes to an enhanced understanding in an area where there is a paucity of research-based evidence focusing upon the perspectives of school principals regarding their understanding of meritocratic theory and its influence on their school leadership selection practice.
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Gözükara, İzlem. "The Reflection of Principal Leadership on Teacher Outcomes: An Analysis of Turkish and Foreign Studies." International Business Research 14, no. 6 (May 12, 2021): 33. http://dx.doi.org/10.5539/ibr.v14n6p33.
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Leadership continues to be one of the most discussed topics in the field of management and there are ongoing studies regarding its types and effectiveness in several kinds of organizations. Among others, educational institutions have gained considerable interest from researchers due to the significance of education in a society. In educational context, elementary education has a critical place in terms of guiding all academic education. From this point of view, this paper seeks to determine which types of leadership related to elementary schools have been commonly investigated in the last six years both in Turkey and at abroad, and which outcomes related to teachers have been associated with those leadership styles. Therefore, the purpose of this paper is to offer an insight into the recent trend in educational management literature and provide a brief summary of recent studies in this regard, which may be useful for future researchers.
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Goksoy, Suleyman. "LEADERSHIP PERCEPTIONS AND COMPETENCIES OF DEPUTY PRINCIPALS." Problems of Education in the 21st Century 71, no. 1 (June 25, 2016): 16–30. http://dx.doi.org/10.33225/pec/16.71.16.
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The research aims to determine the leadership levels the deputy principals feel, their perceptions of their personal features and the environment of the organization in which they demonstrate leadership role. In the research, case study method from qualitative research methods was used. The data were collected by one of the qualitative data collection tools; interviewing. The data were analysed with descriptive analysis techniques. The following results were obtained in the research: Deputy Principals consider themselves as leaders in terms of personal features and behaviours. The competencies of deputy principals in terms of leadership are; technical competencies, interpersonal competencies, conceptual and cognitive competencies. The aspects that deputy principals think that they need to improve and enhance are; human relations, determinedness, consistency, sensitivity, talkativeness and hurriedness. According to research results, it is found that deputy principals are of the opinion that schools have the centralist, inflexible, disaggregated, officialised and non-creative features of the organizational structure in terms of institution, culture, legislation and management. Key words: case study, deputy principals, leadership roles and attitudes, leadership competencies.
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Noviansah, Ahmad, and Mizaniya Mizaniya. "Kepemimpinan Kepala Madrasah dalam Lembaga Pendidikan Islam." ISLAMIKA 3, no. 1 (January 31, 2021): 1–20. http://dx.doi.org/10.36088/islamika.v3i1.900.
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This research is motivated by one of the key factors in supporting the success of madrasas with achievements is the leadership or management of madrasah principals. The quality of a madrasa leader is the key to the success of education in this educational institution. leadership style encompasses how a person acts in an organizational context Good leadership is always associated with school success. There is a significant correlation between school performance and the effectiveness of a leader. Edmonds mentioned that a good school is led by a good leader. Still in line, Rutherford stated that effective leaders always have a clear vision, so he also has a work program. Meanwhile, Rutter, as quoted by Sergiovanni, stated that the main is the key to the success and improvement of the quality of their students. However, to become a good leader is not only due to the prize factor, but also requires strong effort. A leader's cultural and social background and school become a very influential factor on the main leadership, it explains the social development of school residents and the leader's cultural and social background then becomes a necessity to express the success of an educational institution, such as Madrasas. This study aims to determine Islamic leadership in terms of theological perspective. The research method in this article is library research research using qualitative-interpretative data presentation. The research results of this journal are the Teacher as a leader in Islamic education with various terms that have moral, professional, and spiritual implications.
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Fitzsimmons, Terrance W., Miriam S. Yates, and Victor J. Callan. "Lean in? The role of single sex schools in the gendering of confidence in high school adolescents." Australian Journal of Career Development 30, no. 2 (July 2021): 139–49. http://dx.doi.org/10.1177/10384162211012045.
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Structural inequalities and stereotypes are held out as explanations for gender differences in reported levels of confidence. However, while it is reported that in the absence of stereotypes women and men should possess identical levels of self-confidence, no study to date has tested this hypothesis. Single sex schools were identified as an environment where structural bias might be mitigated. From a survey of 9,414 Australian adolescents aged 13–17 years attending single sex high schools, no significant difference in overall self-efficacy was identified between genders. Overall, by age cohort there was no significant difference between boys’ and girls’ self-efficacy, with a minor exception of the 15 years cohort. Self-efficacy levels were linked to participation in team sport and undertaking leadership roles. The study provides the first large scale study that demonstrates that women are no less confident than men under conditions where gendered structures are mitigated by their environment.
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Sehgal, Prachee, Ranjeet Nambudiri, and Sushanta Kumar Mishra. "Teacher effectiveness through self-efficacy, collaboration and principal leadership." International Journal of Educational Management 31, no. 4 (May 8, 2017): 505–17. http://dx.doi.org/10.1108/ijem-05-2016-0090.
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Purpose Teacher effectiveness has been a matter of concern not only for the parents and students but also for the policy makers, researchers, and educationists. Drawing from the “self-efficacy” theory (Bandura, 1977), the purpose of this paper is to explore the relationship between teacher self-efficacy and teacher effectiveness. In addition, it explores the role of collaboration among teachers and principal leadership in explaining the above relationship. Design/methodology/approach Data were collected from 575 secondary school teachers and 6,020 students representing grade 6-12th from 25 privately owned schools in India. Teacher self-efficacy, collaboration and principal leadership were reported by the teachers whereas effectiveness of each teacher was captured from around ten students each who were taught by the corresponding teacher. Data were analyzed using SEM-PLS. Findings Results confirmed a positive association between teacher self-efficacy and the three dimensions of teacher effectiveness, namely, teacher’s delivery of course information, teacher’s role in facilitating teacher-student interactions, and teacher’s role in regulating students’ learning. Results also confirmed that both collaboration and principal leadership are positively related to teacher self-efficacy. Originality/value The results of the study indicate that schools need to focus on enhancing self-efficacy of their teachers and give importance to teacher collaboration and principal leadership in order to improve their effectiveness in terms of delivery of instruction, teacher-student interactions, and regulating student learning.
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Giles, David, and Russell Yates. "Enabling educational leaders: qualitatively surveying an organization's culture." International Journal of Organizational Analysis 22, no. 1 (March 4, 2014): 94–106. http://dx.doi.org/10.1108/ijoa-11-2011-0526.
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Purpose – This article aims to consider the construction and use of a qualitative survey in opening relational aspects of the organisational culture within an educational institution. Rather than a numeric set of metrics, the researcher's intent was to use a survey as a vehicle for thematic and hermeneutic constructions of the data that might show emergent themes that are ontological in nature. The open-ended questions in this survey were constructed in four sections: general practice and comparison, history, relational experiences, and leadership practices. Design/methodology/approach – The context for this research was a department within a faculty of education. In addition to the process of collecting and analysing the survey data, the chairperson of the department was interviewed in terms of the quality of the data and the usefulness of the data. The quality of the data was considered in terms of the insights that might be gained from the participants' data. Findings – The findings of the qualitative survey showed the relational nature of the department in terms of the collegiality and reciprocity of care between those in leadership and amongst the staff in general. While staff referred to the strengths of the relational culture, the growth in student numbers and staff leave staff wondering about the sustainability of a rich collegial culture. In addition, the chairperson appreciated understandings from the participants in terms of the future growth and culture of the department. Originality/value – All too often, educational leaders are busy with data associated with the future directions of an educational enterprise. Educational leaders can make assumptions from their interactions with staff in the busyness of leadership and management tasks. This survey has opened themes that were new to the chairperson, or validated some of their hunches and assumptions. The success of the experience, findings and learning on the part of the educational leader has led to the trialling of this organisational tool in the context of an elementary primary school.
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Shaked, Haim. "A paradoxical approach to instructional leadership." International Journal of Educational Management 34, no. 10 (July 18, 2020): 1637–46. http://dx.doi.org/10.1108/ijem-04-2020-0181.
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PurposePerceptual inhibitors to instructional leadership are based on disagreements with the premises of instructional leadership. This study explored how the paradoxical approach, which advocates “both/and” approach to conflicting demands, may moderate the influence of the perceptual inhibitors of instructional leadership.Design/methodology/approachThe current study is qualitative in nature. Study participants were 30 Israeli school principals, representing the larger body of Israeli principals in terms of sex, age, years of experience, education and school level. Data were collected through semi-structured interviews. Data analysis included a two-step theory-driven coding process.FindingsThis study found that the paradoxical approach allowed school principals to hold conflicting perspectives on instructional leadership simultaneously. Thus, it has reduced the effect of the perceptual inhibitors of instructional leadership, as it permitted principals to delay the decision between the expectation to fulfill the role of instructional leader and their disagreements with it.Originality/valueDespite prolonged pressures, school principals demonstrate limited involvement in instructional leadership, in part because of perceptual inhibitors. The findings of this study can be used in dealing with these inhibitors.
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GEORGESCU, Diana Nicoleta, Gheorghia DUMITRACHE (TORCICĂ), and Mariana JOIȚA (LEAFU). "The Relationship Between Motivation and Performance of Teachers in Increasing the Quality of Education." Logos Universality Mentality Education Novelty: Economics & Administrative Sciences 5, no. 1 (2020): 38–44. http://dx.doi.org/10.18662/lumeneas/5.1/20.
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Due to the diversification of the problems faced by teachers, especially in the relationship with students and in the relationship with the education system, maintaining the professional motivation of teachers has become increasingly difficult. The quality of education is the result of the interdependent relationship between motivation and the success of the teaching-learning-assessment process. The issue of performance is at the center of debate today as a result of new changes in education caused by the COVID-19 pandemic. Educational performance is dependent on a multitude of factors, among which we mention: the teacher (professional training, motivation), leadership and school management that can contribute to increasing performance by supporting motivation and recognizing the teacher's effort. In this context, the education system must demonstrate its ability to provide quality pedagogical facts and processes capable of meeting the requirements of productivity, innovation and technological development imposed by current changes. That said, a new approach is needed in terms of managing school institutions and organizations, namely a new type of manager, a true leader who will focus on achieving the highest organizational performance that will automatically reflect on the quality of education. Motivation can be the essence of high performance because decreased motivation leads to less and less involvement and reduced performance in the workplace.
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M. Kallemeyn, Leanne. "School-level organizational routines for learning: supporting data use." Journal of Educational Administration 52, no. 4 (July 1, 2014): 529–48. http://dx.doi.org/10.1108/jea-02-2013-0025.
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Purpose – The purpose of this paper is to use an extreme case to identify and describe the nature of routines that might support processes and outcomes of data use, drawing from a framework developed by Coburn and Turner (2012a). Design/methodology/approach – The author conducted a four-month case study (Stake, 1995) of an elementary school in a large urban school district that had implemented balanced score cards. The author identified a school that had strong qualities to support data use, including leadership and information systems. Findings – Two school-level organizational routines facilitated teachers’ data use: collaborative teams and processes of inquiry. These routines stored knowledge about the types of data teachers ought to notice, and to a lesser extent, how they ought to interpret data and construct implications for practice. These routines also provided opportunities for single and double-loop learning (Argyris and Schön, 1996) and might contribute to improvements in student learning. This case provides an example of how a school negotiated external performance management pressures, and maintained their professional autonomy, focussing on internally initiated assessments. Originality/value – Relatively little research has described what organizational routines support data use among practitioners. In addition to describing two routines, this case also demonstrated the need to frame these routines as organizational routines for learning. To further develop these routines, the author drew on the notion of the knowledge-creating company (Nonaka and Takeuchi, 1995) to explain how the school used their organizational routines to share tacit knowledge (socialization), and to convert tacit knowledge to explicit knowledge (externalization), which supported instructional innovations.
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Gil, Alfonso J., Francisco Javier Carrrillo, and Eduardo Fonseca-Pedrero. "Assessing a learning organization model: A teacher’s perspective." Management in Education 33, no. 1 (October 29, 2018): 21–31. http://dx.doi.org/10.1177/0892020618783815.
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The main objective of this article is to analyse the four basic dimensions of the learning organization (LO) – leadership towards learning, learning structure, learning opportunities and learning culture – within the school organization context. A quantitative study utilizing a survey was carried out. By means of an ad hoc questionnaire, secondary and high school teachers were asked about some characteristics of their educational organizations that could be related to a LO. The analyses of the internal structure of the questionnaire and internal consistency of the scores were satisfactory. A questionnaire has been validated that can serve as a model for the evaluation of learning organizations in the context of high school. One school sample is analysed according to the LO model. The suitability of the model for different types of schools is verified.
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Da'as, Rima'a, Sherry Ganon-Shilon, Chen Schechter, and Mowafaq Qadach. "Implicit leadership theory: principals' sense-making and cognitive complexity." International Journal of Educational Management 35, no. 3 (February 5, 2021): 726–40. http://dx.doi.org/10.1108/ijem-02-2020-0086.
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PurposeThis conceptual paper explores a novel model explaining teachers' perceptions of their effective leader through the lens of implicit leadership theory (ILT), using the concepts of school principals' sense-making and cognitive complexity (CC).Design/methodology/approachThe sense-making framework and CC theory were used to explain ILT, which focuses on individuals' perceptions of leaders' prototypical and anti-prototypical attributes.FindingsThe theoretical model suggests that school principals as sense-makers with high levels of CC will be perceived by teachers as effective in terms of leadership prototypes, whereas teachers' perceptions of principals with low levels of CC will be related to leadership anti-prototypes.Research limitations/implicationsThis paper suggests a model for a multidimensional understanding of the relationship between principals' sense-making and CC and their influence on teachers' perceptions of an effective leader.Originality/valueOpening avenues for future research into employee perceptions of different leadership characteristics, this model emphasizes the cognitive aspects of school principals within implicit leadership theories. This theoretical model should be further examined empirically, and other types of CC, such as social and behavioral aspects, or affective complexity and self-complexity, should be considered.
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Zemlyanskaya, Elena. "Extracurricular Activities of Students as An Object of Project Management in A Comprehensive School." SHS Web of Conferences 79 (2020): 03016. http://dx.doi.org/10.1051/shsconf/20207903016.
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The purpose of the study is to reveal the essence of extracurricular activities of students within the federal state standards as an object of project management in an educational organization of general education. The place of extracurricular activities is determined as a full and compulsory component of the main educational program. The essence of extracurricular activities, its relationship with the planned educational results, as well as the difference from continuing education, are revealed. The results of the study of educational programs and examples of the design of plans of extracurricular activities by the teaching teams of schools are presented. The algorithm for designing a plan for extracurricular activities is described. The initial, conceptual and design stages are highlighted and characterized. The scientific novelty consists in substantiating the content of the concept of extracurricular activities of a school, including the presentation system on goals, design strategies, principles for selecting content, formats and implementation procedures.
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Morrison, Allan R. "Beyond the status quo – setting the agenda for effective change." Educational Management Administration & Leadership 46, no. 3 (January 17, 2017): 511–29. http://dx.doi.org/10.1177/1741143216682500.
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In today’s competitive and rapidly evolving educational environment, the ability to implement appropriate and effective change is of critical importance to an international school’s ongoing success. This study examines leadership characteristics and styles that support the development and forward momentum of a change agenda within the context of an international school environment. Results from a mixed methods research design found that the leadership characteristics most frequently linked to effective change included: (i) being visionary; (ii) being committed to school/staff; and (iii) creating a collegial/supportive work environment. The paper analyzes these and other results through the lenses of: (i) setting directions; (ii) developing people; and (iii) developing the organization. Findings specific to the international school situation are also presented. Finally, suggestions for developing a framework for an international school ‘change management’ paradigm are presented.
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Khumalo, Shuti Steph. "Analyzing abusive school leadership practices through the lens of social justice." International Journal of Educational Management 33, no. 4 (May 7, 2019): 546–55. http://dx.doi.org/10.1108/ijem-11-2017-0320.
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Purpose The present study contributes to the growing body of research on abusive supervision in school settings, particularly by principals. School leadership (principal) behavior has been a topical issue for decades in educational research. This paper attempts to add to scholarly knowledge in the area of school leadership and specifically the effect of abusive school leadership on organizational productivity and organization citizen behavior. Put succinctly, the purpose of this paper is to examine the implications of abusive school leadership on school performance and teacher behavior. Abusive leadership is attributable to behavior that is deviant, antisocial and counter-productive and that which is uncivil. Design/methodology/approach In examining abusive school leadership behavior and its effect on school performance and teacher behavior, this conceptual paper draws heavily from an in-depth analysis of extant scholarship and uses Rawls theory of social justice as a conceptual tool. Social justice theorists believe that social institutions are embedded with immense responsibility of dispensing justice, fairness and equity. Findings Building from these relevant literatures and grounding the argument from the Rawlsian perspective of social justice, it can be argued that abusive school leadership perpetuates unfair and unjust practices toward teachers, which negatively affects performance. Literature reviewed convincingly indicates that abusive tendencies are practiced in school by school leadership. Further, these abusive practices negatively impact on the following: teacher productivity, teacher turnover and, finally, staff members’ well-being and health. The findings confirm that these practices perpetuate social injustice. Schools are social institutions and have to ensure that justice is served on all members of the organization, and, for this reason, Rawls (1971) argues that justice is the first virtue of social institutions. Practical implications The findings of this study have a number of important implications for future practice. It is critical in this study to suggest that in trying to deal with scourge, tougher measures need to be taken by various education departments to ensure that the problem is dealt with effectively. One of the interventions that is suggested is tougher policy positions on matters related to abusive leadership. In education departments that have legislation regarding consequences regarding abusive school leadership practices, tougher action should be taken against leadership which practice abuse. Originality/value School leadership is a highly contested research space and this conceptual paper is of great value because it adds to the already existing insights and understanding in abusive leadership in educational settings. This paper is of great significance because it focuses on the effect of abusive school leadership on teachers’ behavior and school performance.
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López-López, María del Carmen, María José León Guerrero, and Emilio Crisol-Moya. "Inclusive Leadership of School Management from the View of Families: Construction and Validation of LEI-Q." Education Sciences 11, no. 9 (September 6, 2021): 511. http://dx.doi.org/10.3390/educsci11090511.
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The purpose of this study was to validate a questionnaire aimed at assessing, from the point of view of families, the degree to which school administrations foster inclusion in compulsory education. In order to determine the psychometric properties of the “Cuestionario liderando la educación inclusiva en centros de educación obligatoria-Familias” [Leading inclusive education in compulsory-education schools Questionnaire] (LEI-Q-Families), we carried out descriptive, exploratory, and confirmatory factor analysis. For the sample used in this study, 150 families participated. The results confirmed that it is a valid and reliable scale with a two-factor structure. One of these factors included the initiatives carried out by the school management teams to enhance the openness of each school to the community and the surrounding area. The second factor encompassed actions aimed at promoting participation in the school and turning it into an inclusive space. LEI-Q-Families proved to be an instrument of great theoretical and practical worth that has made it possible to expand our currently slender knowledge on the perceptions families have of the work done by school managers to encourage inclusion in their institutions. It facilitates family participation in processes of improvement and provides a useful self-assessment tool for school administrations that wish to improve their schools and turn them into inclusive environments.
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Riyadi, Ivan. "THE CONTRIBUTION OF APPLIED PSYCHOLOGY FOR EDUCATIONAL MANAGEMENT ISSUE." Psychosophia: Journal of Psychology, Religion, and Humanity 1, no. 2 (May 23, 2020): 136–49. http://dx.doi.org/10.32923/psc.v1i2.1153.
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This article discusses education management in frame psychology. The education management is a factual behavior of the psychological discipline that is depicted in through the analysis of the behavior system of the school organization involving a number of components. In the application of psychology in education management is a part of the element that is not stuck in the view of uniformity that practically diversity by each education leadership. Each educational institution is a singularity that relates to the differences in the nature and condition of each component of the psychological system. To get an intact picture in this article, then used a qualitative approach with literature research design. The results of the study indicated that such an understanding is to be aware of educational practitioners of the importance of psychology universally, through culture, and psychology and social. Then the role of education management is very important especially educational institutions tailored to the psychological conditions of managerial and the needs of students.
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Norberg, Katarina. "Educational leadership and im/migration: preparation, practice and policy – the Swedish case." International Journal of Educational Management 31, no. 5 (June 12, 2017): 633–45. http://dx.doi.org/10.1108/ijem-08-2016-0162.
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Purpose Migration to Sweden dramatically increased in 2015 and challenged the reception system at all levels and societal institutions, one of which was the school. As a response to the lack of a comprehensive educational strategy for newly arrived students, new regulations were passed in January 2016, the purpose of which was to guarantee equity and equality in education for all students, irrespective of their background. The regulations make demands on local politicians and the school leaders to adjust the reception, organization and teaching to support the newly arrived students’ learning. The purpose of this paper is to explore school leadership practices in turbulent times. Design/methodology/approach The study is situated in the field of post-migration ecology, as newly arrived students move from pre-migration to transmigration to post-migration contexts, the latter for this paper’s interest, when they arrive to their new schools. Seven principals in a transit municipality for migrants were interviewed to obtain a picture of how they are prepared for diversity in leadership and how policy and practice coincide. Findings The study reveals how policy and practice coincide due to a lack of intercultural and bilingual competences among the staff. The principal’s responsibility for a school structure and culture that support newly arrived students’ learning raises new demands on how principals are trained for diversity. Originality/value The study is a contribution to the little-researched field concerning school leadership and newly arrived students which raises new demands regarding how principals are trained for diversity.
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Botunova,, H. Ya. "Organizational-pedagogical, scientific-research and theatrical-critical activity of A. V. Pletniov through the prism of time." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 51, no. 51 (October 3, 2018): 9–40. http://dx.doi.org/10.34064/khnum1-51.01.
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The article deals with the main aspects of organizational-pedagogical, scientific- research and theatrical-critical activity of the candidate of art studies A. V. Pletniov. Little-known biographical data on the life of the theater scientist and the creative environment, in which his professional formation took place, are presented. It is noted that A. V. Pletniov was one of the first graduates of the State Institute of Theatrical Arts named after A. V. Lunacharsky (now – RUTM). He studied there in 1934–1938, surrounded by highly-qualified students, many of whom subsequently became the pride of Russian theater studies. A. V. Pletniov entered the history of the theatrical culture of Kharkiv as a talented scientist-researcher, a well-known theater critic and teacher. He stood at the origins of theater studies in Kharkiv and for almost 30 years he headed the department of the History of the Theater (now – the Department of Theater Studies) of the higher theater educational institution in the city. However, the value of his activity is much wider. The formation of the Kharkiv State Theater Institute is closely linked with the personality of A. V. Pletniov, since 1963 he wax also connected with the theater department of the Kharkiv Institute of Arts named after I. P. Kotliarevsky, and in general – with the theatrical culture of our city. However, until this time his organizational-pedagogical, scientific-research, and theatrical-critical heritage has not been properly investigated and objectively not covered. The purpose of the research is to analyze the organizational, pedagogical, scientific, research and theatrical-critical activity of A. V. Pletniov, writing it into the socio-political and artistic context of time and, at the same time, into the history of theater studies of Ukraine. A. V. Pletniov started his pedagogical activity in 1938 at the Kharkiv Theater School as a teacher of the history of the theater and the head of the educational department. With the beginning of the war, the school, which merged with the Kyiv State Theater Institute, was evacuated to the city Saratov, where A. Pletniov as a teacher worked until January 1942. From this time until the end of the war he was on the front in the field force. In 1945 he returned to the newly founded Kharkiv State Theater Institute and was immediately appointed Deputy Director of Educational and Scientific Work and a senior lecturer at the Department of History of the Theater. Together with the director of the institute Z. Smoktiy, A. Pletniov was making considerable efforts to organize the educational process in the time of economic trouble, lack of staff with the corresponding education, and provided basic conditions of work and education in the newly created higher education. Existing and new departments were supplemented and opened, the prominent artists from Kharkiv theaters and leading scientists from other universities were invited to work. Among them: D. Antonovych, O. Serdiuk, M. Krushelnytsky, O. Kramov, L. Dubovyk, V. Chystiakova and others. The peculiarity of the organization of research and methodological work was its focus on providing educational process. Several comprehensive topics on the methodology of actor education, stage language teaching, encyclopedic dictionary of theatrical terms, and a study on the history of theater development in Kharkiv were planned. It was at that time that several dissertations were planned, including A. Pletniov’s “Kharkiv Theater of the Second Quarter of the 19th Century”, which he successfully presented in 1952 in his alma mater – State Institute of Theater Art after A. V. Lunacharsky, and he was awarded a degree Doctor of Arts. In 1960, the completed dissertation study was published in the form of a monograph titled “At the Origins of the Kharkiv Theater”, which until now has not lost its relevance and is actively used in the educational process. In 1947, while being the Deputy Director of the Institute, A. Pletniov also headed the Department of Theater History. It was with him as the head of the department, the actual renewal of the department as a theatrical research center and methodological center began, it largely determined the main directions of its activities for the future. Under the direction of A. V. Pletniov, the department trained a lot of talented theatrical scholars who successfully worked and work as teachers of higher educational institutions, heads of literary units of creative groups, heads of leading theaters, heads of cultural management, members of mass media staff, well-known theatrical critics. A. Pletniov headed the department for almost 30 years – until 1976 (with a brief break in 1961–1962), giving a significant impetus to the development of theater studies in Kharkiv, in particular, theatrical criticism. He himself was actively involved in the illumination of the theatrical process in Kharkiv, leaving after himself dozens of highly professional reviews, articles, notes, sometimes controversial, bearing the imprint of time. The article emphasizes that A. Pletniov was one of the most skilled and highly educated teachers. He taught a whole range of theater studies disciplines: the history of Russian theater, the history of foreign theater, the theory of drama, theatrical criticism. Until the last years of his life, A. Pletniov conducted active scientific research, methodological, theatrical-critical and public activity. In 1968–1972, he was the Vice-Rector of the Kharkiv State Institute of Arts named after I. P. Kotliarevsky for the scientific work and theatrical department. In 1975, he finished a doctoral dissertation “From the History of the Establishment of the Soviet Theater in Ukraine”, in which he for the first time thoroughly recreated the extremely complex and multifaceted theatric life of Kharkov in the October decade (1917–1927) in the socio-cultural context, but he did not have time to defense this study. Nowadays this scientific work is striking by its multidimensional and enormous amount of material. Conclusions. As a result of the research was established that with A. Pletniov personality as a well-known teacher, a scientist and theater critic, one of the leaders of the Kharkiv Theater Institute (1945–1953), later the Kharkiv Institute of Arts named after I. P. Kotliarevsky, more than thirty years of theater education in Kharkiv were connected. Particularly remarcable the role of A. Pletniov was in the development of theater studies and theater education in such a significant theatrical center as Kharkiv, where he nearly thirty years was heading the specialized department of the history of theater (now the department of theater studies). It was under his leadership that a methodology for preparing theatrical scholars of a broad profile was formed, based on a high level of general culture and education of future specialists, on the possession of a wide spectrum of theatrical research tools. Despite some contradictions inherent in A. Pletniov’s scientific and theatrical- critical activity and reflected in his heritage, that was typical for most scholars of the humanitarian sphere of the 1930–1970s, he remains one of the decisive figures in the development of theater education and theater researches in Kharkiv. All the above motivates for a further, more profound study of the scientific-pedagogical and theatrical-critical activity of A. Pletniov and, more broadly, the development of theater studies in Kharkiv.
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William Stoten, David. "Authentic leadership in English education: what do college teachers tell us?" International Journal of Educational Management 28, no. 5 (June 3, 2014): 510–22. http://dx.doi.org/10.1108/ijem-04-2013-0049.
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Purpose – The purpose of this paper is to report on an investigation into the perceived prevalence of authentic leadership behaviours in Sixth Form College (SFC) Principals. This research compares four different models of institutional leadership and considers which are viewed by teachers as the more common in daily practice. In doing so, the research will also touch upon the relevance of values in contemporary educational leadership. Design/methodology/approach – The research methodology adopted a mixed methods approach that elicited the views of teachers using a structured questionnaire approach together with co-constructed conversations with participants. The research involved 53 teachers from five SFCs spread across England. Findings – The findings generated from this research exercise suggest that college Principals exhibit transactional behaviours far more often than those actions associated with either transformational, distributed or authentic leadership models. This outcome may be explained in terms of the pressures acting on SFCs in an increasingly competitive and uneven education market. In short, Principals act pragmatically and instrumentally to achieve their short-term goals. Originality/value – This work follows on from previous research into servant leadership in the SFC sector. This is a sector of the English education system that attracts little coverage in the academic literature as research tends to be undertaken in the much larger schools or General Further Education sectors. Given this context, the paper represents an useful starting point for further research.
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Stahl, Garth D. "“We Make Our Own Rules Here”: Democratic Communities, Corporate Logics, and “No Excuses” Practices in a Charter School Management Organization." Journal of Contemporary Ethnography 49, no. 2 (August 23, 2019): 176–200. http://dx.doi.org/10.1177/0891241619871091.
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Recently, there has been growing debate over the managerial and leadership practices of expanding charter school networks, often referred to as Charter School Management Organizations (CMOs). CMOs—which typically serve low–socioeconomic status students of color—are deeply tied to education reform efforts in the United States. Many CMOs consistently promote the belief that education can and should borrow heavily from the “best practices” of corporate culture and many have unlimited resources to enact their vision of educational success, closely aligned with what has been called “no excuses” schooling. Research on the daily practices of leaders working in a CMO remains limited; we know very little of how corporate ideologies are enacted in schooling. Drawing on ethnographic vignettes, I explore the daily life in one school within a CMO network considering to what extent corporate practices de-democratize education, produce neoliberal subjectivities, and shape experiences with learning for disadvantaged populations.
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Bayburin, R. F., A. G. Kasprzhak, and N. B. Filinov. "Approaches to Recruiting School Principals in Russian University Cities as a Means of Educational Quality Enhancement." Психологическая наука и образование 23, no. 4 (2018): 5–20. http://dx.doi.org/10.17759/pse.2018230401.
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This paper discusses the outcome of the research that was conducted as part of the projects completed in the Centre for Leadership Development in Education, Institute of Education and Faculty of Business and Management, NRU HSE in 2017—2018.The research was carried out in two university cities of the Russian Federation — Moscow and Tomsk — and was based on Alan Rowe’s methodology. The target of the research is the decision-making styles applied by state-funded school principals. The research aims to establish trends in the employment policy in the two cities and claims that it is characterized by the ratio of the number of principles with a peculiar decision-making style to the total number of principles in the sample. The paper contains questionnaire data, focus-groups data and transcripts of interviews with principles and members of their management teams. The outcome correlates with the major structural and employment reforms that have been made in Moscow within the last 7 years.
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Et al., Phrakru Sujittanan Hitajitto (Tinphowong). "The Development of Buddhist Situational Leadership of Administrators in Phrapariyattidhamma Dhamma Division in Sangha Administration Region 14." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1551–57. http://dx.doi.org/10.17762/pae.v58i1.945.
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The objectives of this research are 1) to study the leadership conditions according to the situation of the administrators of the Dharma School in the Sangha Administration Region 14; Leader according to the Buddhist situation of the executive using a combined research methodology, namely, quantitative research using a sample of 306 persons, and qualitative methods by interviewing 10 experts and focus group of 10 experts. The results research found that: The state of leadership according to the situation of the administrators of the Phrapariyattidhamma School. The executives have opinions at a high level, in descending order, that the executives had the vision to modify the corporate management strategy, friendship, promote morale and morale in performance, leadership development according to the Buddhist situation of the executives with the leadership characteristics according to the four situations: 1) the aspect of change 2) creativity 3) relationship in the organization 4) leadership power and 4 activities for leadership development according to the situation to propose the development of leadership based on the Buddhist situation of the administrators of the Dharma School in the Sangha administration Region 14, consisting of 4 situational leadership characteristics, integration with the Four Sangkhahavatthu. There are 4 activities including 1) 5 Q activities, 2) 5 prompting questions activities, 3) Person management and administration activities, and 4) Power activities.
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Пивоварова, Анна Викторовна. "TECHNOLOGIES FOR FORMING RESILIENCE IN A MODERN RURAL SCHOOL." Pedagogical Review, no. 6(34) (December 14, 2020): 31–40. http://dx.doi.org/10.23951/2307-6127-2020-6-31-40.
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Анализируются современные требования к сельской общеобразовательной организации, актуализирующие необходимость социокультурной модернизации, а также возможности сельских школ соответствовать этим требованиям. Обозначена потребность в новых способах повышения качества образования в сельских школах с учетом их особенностей. Выявлены и описаны содержание резильентности современных образовательных организаций, а также критерии резильентности (доступность, качество, эффективность). Обосновано понятие технологий формирования резильентности как совокупности механизмов организации образовательного процесса и его ресурсного обеспечения с учетом специфики конкретной школы в целях эффективной реализации качественных и доступных образовательных услуг. Доказана необходимость решения конкретных задач, связанных с модернизацией образовательного процесса в соответствии с требованиями федеральных государственных образовательных стандартов общего образования; формированием необходимого ресурсного обеспечения образовательного процесса; созданием кадровых условий реализации образовательного процесса; организацией проектирования и реализации стратегии управления школой и ее взаимодействия с внешней средой. Представлены технологии развития резильентности сельских школ (проектирования и реализации управленческих стратегий и взаимодействия с внешней средой; организации образовательного процесса; формирования управленческо-педагогических команд по развитию кадрового ресурса сельской школы). The article analyzes the modern requirements for the rural educational organization, which actualize the need for socio-cultural modernization, as well as the ability of rural schools to meet these requirements. The need for new ways to improve the quality of education in rural schools, taking into account their characteristics, has been actualized. Revealed and described the content of resilience of modern educational organizations, as well as the criteria of resilience (availability, quality, efficiency). The technologies for the formation of resilience are presented as a set of mechanisms for organizing the educational process and its resource provision, taking into account the specifics of a particular school in order to effectively implement high-quality and affordable educational services. The necessity of solving specific problems related to: modernization of the educational process in accordance with the requirements of the Federal State Educational Standard of of General Education; the formation of the necessary resource support for the educational process; creation of personnel conditions for the implementation of the educational process; ensuring the design and implementation of the school management strategy and its interaction with the external environment, is substantiated. The technologies for the formation of the resilience of rural schools (design and implementation of management strategies and interaction with the external environment; organization of the educational process; formation of management and pedagogical teams for the development of the human resource of a rural school) are presented.
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Leonova, O. I., and E. I. Polikarkina. "Mechanisms for Creating a Psychologically Safe Learning Environment in an Educational Institution of General Education." Psychological-Educational Studies 6, no. 3 (2014): 276–85. http://dx.doi.org/10.17759/psyedu.2014060326.
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At the moment the question of how to create and maintain the psychological safety of the educational environment of the school is not sufficiently studied. Meanwhile, there has been proved its positive effect on the psychological health of students, their emotional and personal well-being, the formation of a meta-subjective and personal educational outcomes. This paper describes a study the purpose of which was to examine and verify empiricaly the features of management activities in the educational organization to create a psychologically safe learning environment. We studied personality traits of the Head of an educational organization by the procedure "Troubleshooting leadership abilities" (E. Zharikova, E. Krushelnytsky), techniques "Diagnosis of the level of burnout" (V.V. Boyko), methods of self-management style assessment (A.V. Agrashenkova, modified by E.P. Ilyin), and methods for rapid assessment of health, activity, mood (SAN). We proposed mechanisms to solve the problem of creating a comfortable and safe learning environment in the educational organization of general education.
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Fritzsche, Holger, Axel Boese, and Michael Friebe. "How do we need to adapt Biomedical Engineering Education for the Health 4.0 challenges?" Current Directions in Biomedical Engineering 6, no. 3 (September 1, 2020): 604–7. http://dx.doi.org/10.1515/cdbme-2020-3154.
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AbstractNovel challenges and developments require adaptations on skill set, content, and associated education. A biomedical engineer will require a broad range of skills - which to a large extent are currently not taught - in the coming years to meet the development needs of future healthcare: intensive interdisciplinary team work, advanced communication skills, team management and coaching capabilities, advanced project management, learn how to learn, visionary and forward looking thinking, understanding of health economics, entrepreneurship and leadership. But above all empathy towards the clinical user and patients is needed as well as a basic understanding of the current and future clinical workflows that can globally vary. An innovation process for a healthcare related product or service will likely only create value through the consideration and implementation of several of these points. Even though techniques for the development of innovation and enhancing creativity in individuals are widely discussed, there are relatively few reports on the practice of mainstreaming creativity in an organizational setting. We report on the setup of our Graduate School “Technology Innovation in Therapy and Imaging (T²I²)” that has implemented a structured post graduate program and focuses on interdisciplinary and application-oriented innovation generation education. The educational process starts with the observation and identification of clinical needs and an in-depth understanding of the problem and subsequently covers all steps necessary to transfer prototypes into viable solutions and further into implementing valuable products.