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Добірка наукової літератури з теми "School leadership / transformation"

Автор: Grafiati

Опубліковано: 10 січня 2023

Оновлено: 28 січня 2023

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Статті в журналах з теми "School leadership / transformation"

West-Burnham, John. "Leadership for Transformation." Gifted Education International 17, no. 1 (January 2003): 4–15. http://dx.doi.org/10.1177/026142940301700103.

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School improvement has been the dominant model for educational reform for many educational systems in recent years. It is still the most robust model in terms of its academic integrity, its capacity to inform policy making and its impact on professional practice in schools. The dominance of school improvement in largely explained by its consistent success. There is little doubt that it has had a significant impact on the comparative performance of schools and school systems. Evidence from a wide variety of national systems points to the demonstrable success of the model against a wide range of criteria. In essence, performance has improved, achievement has been raised and a range of related outcomes have been met. However, this success has always been subject to questioning when the criteria for success are changed from generic, system wide improvements to a focus on the achievement of the individual child. Whether it is the realisation of the potential of an outstandingly gifted young person or the maximisation of the life chances of a young person with profound learning difficulties the prevailing system does not always seem able to accommodate specific, personal needs. What might be described as the ‘Improvement Movement’ has created an effective hegemony since the mid 1980s. The combination of an emphasis on measurable outcomes and the improvement of the internal processes of the school has created an orthodoxy which has been reinforced by models of accountability and the redefinition of the characteristics of effective teaching and management in schools. It is an hegemony because it is a highly integrated model with educational policy moving from an enabling function to being deterministic. One of the key characteristics of educational policy making by many governments has been the increasing specificity of regulations and guidelines. It could therefore be argued that the school system is approaching an optimum state — it is difficult to envisage what else might be done to improve its efficiency and effectiveness. However, one characteristic of the school improvement strategy that is practised by governments is that it has not in any way questioned the fundamental premise of the nature of the school as an organisation or of the system of administering schools. There has been a tacit acceptance of the school as the optimum means of organising education. Indeed, education has come to be defined as the outcome of schooling. This notion will be questioned later in the following discussion.

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Waheed, Zarina, Muhammad Ilyas Khan, and Sufean Bin Hussin. "Orientations of Leadership Behaviours Required for School Transformation and Change." International Journal of Innovation in Teaching and Learning (IJITL) 6, no. 1 (July 1, 2020): 1–16. http://dx.doi.org/10.35993/ijitl.v6i1.808.

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Leadership is considered as one of the most important factors in school success. Leaders from the successfully transformed schools demonstrate multiple leadership behaviours that vary according to situations. This qualitative study explored important orientations of leadership behaviours in two selected transformed schools in Malaysia. Data were collected through interviews, observations and document review. 28 participants (14 from each schools) including school leaders, administrators and teachers were selected through purposive sampling for interviews. The data collected were consolidated, reduced and interpreted. The four leadership behaviour orientations, which included task-oriented, relation-oriented, change-oriented and ethical-oriented leadership behaviour, came out as main orientations of leadership behaviours required for school transformation. The study offers important implications for school leaders, policy makers, educationists and researchers in Malaysia and elsewhere with similar contexts. Keywords: Leadership behaviour orientations, School leaders, School transformation

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Md Jais, Noraziyanah, and Aida Hanim A. Hamid. "THE RELATIONSHIP BETWEEN HEADTEACHERS’ MULTIDIMENSIONAL LEADERSHIP PRACTICES WITH TEACHERS COMMITMENT UNDER SCHOOL TRANSFORMATION PROGRAM 2025 (TS25)." International Journal of Modern Education 1, no. 2 (September 15, 2019): 13–26. http://dx.doi.org/10.35631/ijmoe.12002.

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The School Transformation Program 2025 (TS25) is an initiative of the Ministry of Education Malaysia to increase student success in schools through effective leadership, competent teachers and strong commitment of the Parent-Teacher Association (PIBG). However, at the same time, the literature review shows that the percentage of teachers’ commitment to some schools in Malaysia is still at a moderate level. The causes of decreasing teacher commitment in school include one-way communication, interpersonal relationship and weak leadership style among administrators toward the organization. Therefore, this article determines to identify and discusses findings the practice of leadership multidimensional among headteachers and its relationship with teacher's commitment under the School Transformation Program 2025 (TS25). A descriptive quantitative study and involved 33 respondents from two Primary School Transformation Program 2025 (TS25) in Kuala Lipis Pahang selected through the stratified sampling technique. This study using questionnaires as a research instrument. Pearson Correlation test was used to determine the relationship between multidimensional leadership practices among headteachers with a teacher's commitment. The research finding showed that the leadership multidimensional practices among headteachers' under the School Transformation Program 2025 (TS25) were high (mean = 3.48). The research finding also showed that the level of teacher's commitment to primary schools involved in TS25 was moderate (mean = 2.72). Therefore, the findings should be extended to the primary and secondary schools of the School Transformation Program 2025 (TS25) in Malaysia to test the effectiveness of the Multidimensional Leadership among headteachers to enhance teacher commitment to the organization.

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Xu, Lanqing. "The Transformation From Leadership Behavior to Leadership Thinking." Journal of Education and Development 6, no. 4 (August 6, 2022): 44. http://dx.doi.org/10.20849/jed.v6i4.1287.

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Foreign research on teacher leadership has experienced three waves, from the personal behavior of teacher leaders to teaching ability and then to a position or a way of thinking. The behavior theory of teacher leadership mainly focuses on the formal position of teacher leaders, and sees the specific tasks of teacher leaders. The theory of teacher leadership mainly points to the classroom teaching leadership of teachers. Both see teacher leadership as an individual effort. On the other hand, the thinking mode of teacher leadership regards teacher leadership as a process of changing schools, a way and strategy to change organizational culture structure, and a collective effort. The research on teacher leadership has potential value for school improvement, which requires further clarifying the purpose of improving teacher leadership. The root of teacher leadership is to cultivate teachers’ sense of responsibility, promote the growth and development of teacher leadership from an appreciation perspective, and cultivate teachers’ appreciation eyes and appreciation ability.

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Groves, Malcolm, and Malcolm Groves. "The Contribution of Student Leadership to School Transformation." Exchanges: The Interdisciplinary Research Journal 1, no. 1 (October 1, 2013): 123–41. http://dx.doi.org/10.31273/eirj.v1i1.78.

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This paper reports preliminary findings from case study research in three English secondary schools where a new or recently appointed head has incorporated stakeholder engagement as a key part of their improvement strategy. In each school, developments initiated independently by each head in relation to student leadership are reported. These appear to be re-thinking the boundaries of current practice in relation to student voice, particularly with respect to developing the leadership role of students as agents of change and in beginning to extend that beyond the school into their communities.The research focuses on seeking to understand the processes of change in each case. The models and practices adopted by each head in implementing change are analysed and the effects of this experience, as reported by the students, are considered. Initial findings highlight factors that appear to contribute to successful developments, and the paper concludes with suggestions for further research and investigation to confirm this. KeywordsStudent voice, student leadership, stakeholder engagement, school transformation

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VILela, Anastasia. "School Leaders Involvement in Students Behavioral Transformation." Timor Leste Journal of Business and Management 4 (December 20, 2022): 21–33. http://dx.doi.org/10.51703/bm.v4i0.88.

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This study focuses on the School leaders’ involvement in student’s behavioral transformation, prospects administrator’s development of programs. The object is to provide the potential contribution and prevention from school leaders in leadership development school for students behavioral transformation in Senior High school of Canossa of Saint Magdalene of Canossa Ossu-Waida Timor-Leste. Methods using quantitative in nature and utilized descriptive- comparative, the aims to investigate and analyze the school leaders’ involvement in student’s behavioral problems in progress to the behavioral transformation. Then analysis was done by using the statistics SPSS. And also, to determine the significant difference between the responses of student and teacher’s respondent on the involvement of school leaders in addressing the behavioral problems with independent of (T-Test). Results manifested that, perception of the students and teachers, with aspects of procedures and policies (<0.05), support to staff, (<0.05) Support to students, (<0.05) awards and consequences (> 0.05) and parental involvement, (<0.05) all were agree/involved. And the result of significant differences, there was only one with aspect of awards and consequences was rejected (>0.05) and accept the alternative hypothesis. The results underline the importance role of school leaders play in school effectiveness and offer valuable insight in how school leaders actually can make a difference. School leaders found to have strong influence on development orientation in schools. With shows similarities with the idea of the learning organization to the point transformational leadership.

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Sanford, Katherine, Tim Hopper, Kerry Robertson, Laura Lancaster, and Vivian Collyer. "Sustainable Leadership Supporting Educational Transformation." in education 25, no. 2 (December 20, 2019): 3–22. http://dx.doi.org/10.37119/ojs2019.v25i2.433.

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The world, influenced by 21st century technologies and ecological challenges, has rapidly changed with more ability to “connect” locally and globally and more opportunities to learn from a range of sources. As a result, our learners and their needs have changed. With such rapid changes, conceptions of educational leadership need to reflect these changes utilizing the complexities of the role in society. As a group of educators who work in a School District, Ministry of Education and University teacher education programs, we ask how educational leaders in school districts and teacher education programs can design spaces that engage everyone, recognize everyone’s expertise and share responsibility for growth and development, and how in teacher education we can begin to move away from the hierarchical, industrialized model of management to one where everyone feels engaged, valued, and heard. In this paper, we draw on sustainable and distributed leadership ideas, termed by Wheatley (2010) as the “new sciences,” informed by tenets from complexity theory. Using a case study approach and narrative insights, this paper elucidates how an ongoing Professional Learning Network (PLN) called Link-to-Practice (L2P) offers an alternative conception of educational leadership. Keywords: case study; narrative, qualitative research, complexity theory

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Gurr, David, Lawrie Drysdale, and Helen Goode. "An open systems model of successful school leadership." Journal of Educational Administration 60, no. 1 (January 4, 2022): 21–40. http://dx.doi.org/10.1108/jea-04-2021-0091.

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PurposeThrough description and consideration of 12 models developed as part of the International Successful School Principalship Project (ISSPP), a new model of successful school leadership is developed.Design/methodology/approachThe paper is necessarily descriptive in nature. For the first time, 12 ISSPP models are described together, and these descriptions are then used inductively to create a new successful school leadership model.FindingsThe open systems approach adopted depicts schools as a continuous cycle of input-transformation-output with feedback loops that inform each stage of the cycle. The inputs are the variables that lead to transformation. The transformation stage is the actions or processes that individuals, groups and organisations engage in because of the inputs, and these lead to a range of student and school outcomes. Feedback loops connect the stages, and the whole model is open to the influence of five contextual forces: economic, political, socio-cultural, technological and system, institutional and educational.Originality/valueModels are an important way to make sense of complex phenomena. A new model of successful school leadership, with an open systems approach, provides a different frame to consider the findings of the ISSPP and potentially allows the ISSPP research to inform practice and connect with other school leadership views in new ways.

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Adams, Donnie, Ashley Ng Yoon Mooi, and Vasu Muniandy. "Principal leadership preparation towards high-performing school leadership in Malaysia." Asian Education and Development Studies 9, no. 4 (February 20, 2020): 425–39. http://dx.doi.org/10.1108/aeds-02-2018-0046.

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PurposeThe purpose of this paper is to examine the Malaysian National Professional Qualification for Educational Leaders (NPQEL), a principal leadership preparation programme and the Malaysian Education Blueprint 2013–2025, a comprehensive plan for a rapid and sustainable transformation of our education system through to 2025 to ensure high-performing school leaders in every school.Design/methodology/approachIn understanding how the NPQEL operates and its effectiveness in preparing high performing school leaders, a research instrument of open-ended questions were administered to 102 principals from government-funded secondary schools, to establish how they were prepared for their leadership roles and their views of their leadership practices.FindingsThe NPQEL programme provides evidence of strong outcomes in preparing school leaders towards high-performing school leadership in Malaysia in combination of a variety of approaches with respect to its designs and competency standards. Findings indicate that the NPQEL contributes towards the development of the school leaders' attributes or skills for their leadership roles; and the NPQEL fulfils the aspirations set out in the Malaysian Education Blueprint 2013–2025.Originality/valueThis paper explores the potential influence of Malaysian NPQEL and the Malaysian Education Blueprint 2013–2025 on preparing high-performing school leaders in every school.

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Younes, Kawther, and Yousef Daher. "The Effect of the Use Leadership Style Transformation and Non-Use of Laissez-Faire in Schools on the Percentage of Outstanding Students and on the Percentage of Dropouts in Schools in the Haifa District." Academic Journal of Research and Scientific Publishing 3, no. 26 (June 5, 2021): 28–52. http://dx.doi.org/10.52132/ajrsp.e.2021.262.

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This study attempts to discuss the effect of the use leadership style Transformation and Non-use of laissez-faire in schools on the percentage of outstanding students and on the percentage of dropouts in schools in the Haifa district. To achieve a goal of this study, a study was published on "Measurement and analysis of statistics to determine relationships between one data set and another". The leadership style used by teachers and principals. As an independent variable was identified from the literature, and appropriate statistical tests were performed to determine its effect. Furthermore, the study lies that the school principal adopts a specific style of transformative, transformational leadership styles, if this leadership style influences the school culture. The sample of this study consists of the principals and teachers of the Arab outstanding students in the Haifa district. The test will include 4 Arab high schools in the Haifa district, 4 schools received a "good" rating.

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Більше джерел

Дисертації з теми "School leadership / transformation"

Snowden, Denise Arla. "Leading School Turnaround: The Lived Experience of Being a Transformation Coach." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337896671.

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Fears, Justin. "Alternative School Leadership Transformation| A Mixed-Methods Evaluation of Outcomes." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10174303.

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This study was a documentation and assessment of Beta Academy Alternative School’s (pseudonym) transition to a newly introduced educational model/ leadership paradigm and examination of student educational outcomes, resulting from the leadership change. As a first year administrator, the researcher undertook the task of transforming an underperforming alternative education program by targeting areas of identified deficiency and/or concern (graduation rates, attendance, and discipline).

In this study, the researcher executed a mixed-method evaluation of the new educational model in an effort to determine contributions to success, potential barriers to change, and the characteristics associated with both, as well as the quantitative analysis that would support or not support the researcher’s hypotheses.

The first goal of the study stated that following the implementation of the new model for alternative education, building discipline referrals would decrease by 10% per semester, as compared to previous referral data. The results indicated a 280% decrease in student referrals, thus illustrating a dramatic and statistically significant decrease.

The second goal indicated that graduation rates would increase or would stay the same, within 2% of previous rates (percentage of total seniors), as compared to the previous year’s results and following implementation of the new educational and leadership paradigms. A z-test for difference in proportion tested a change in graduation rates of less than 1%, thus, supporting the graduation rates goal.

The last goal outlined in the study stated that following the implementation of the new model for alternative education, building attendance would increase by 30% per semester, as determined by ADA hours and compared to previous attendance data. Upon calculation, it was determined that there was an increase in attendance of 36.2% providing statistical support that the increase in attendance was significant, as well as met the outlined goal for attendance improvement.

The qualitative component of the study used responses to a questionnaire analysis to gauge stakeholder involvement and perceptions associated with the new educational model. The feedback was positive and indicated the measured criteria to be impactful and effective in the areas of fidelity, implementation, development, and attainment of desired goals.

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Griffiths, Lisa (Lisa Michele). "Profound impact : leadership effectiveness and organizational transformation through mindfulness, intention and possibility." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/49771.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2009.
Includes bibliographical references (p. 68).
This thesis is an examination of the convergence of ideas in science, psychology, organizational theory and leadership development around ideas of interconnectedness, mindfulness, intention and transformation. First, I explore how the fields of quantum physics and natural sciences are shedding new light on the power of our thoughts, feelings, and intentions to create our world. In this way, these non-tangible things have impact on the tangible world, both our own experience of it and the experience of the whole. Further, when we begin to see the study of management and organization as the study of human communities, rather than as transactional machines, we realize the interconnections and the possibility for change by focusing on communications and relationships. Delving into organizational leadership, I regard a leader as a potential change agent, but not the sole actor of change. Key to this idea is the assertion that change happens in relation to the world and people around oneself - fundamentally, in relation. While individual reflection and spiritual work are important to setting a course for change, it is in relation to others that we act. In these actions and conversations we create and are created. Therefore when we engage in work of change management, seeking to change individual behaviors or organizational outcomes, we must address the whole. Change targeted at the individual alone is insufficient.
(cont.) Finally, I suggest that this new way of regarding organizational leadership and management has the potential to radically transform business education and leadership theory for the 21 st century. Previous organizational environments dominated by competition and scarcity are being replaced by environments of collaboration, abundance and possibility.
by Lisa Griffiths.
M.B.A.

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Tsui, Wai-kei. "The transformation of leadership from a vice-principal to a principal-to-be a case study /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37316072.

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Moyo, George. "Re-inventing educational leadership for school and community transformation: learning from the Educational Leadership Management and Development programme of the University of Fort Hare." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003602.

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This study explores educational leadership development and social change strategies pioneered by one programme, the Educational Leadership Management and Development (ELMD) programme of the University of Fort Hare. The programme seeks to model a way of doing social and educational transformation through educational leadership development. Conceptually, the model was meant to draw together a number of education stakeholders operating at various levels of the schooling system to undergo the same programme of leadership development. The programme participants, who included district education officials, schools principals, members of school management teams, educators and members of School Governing Bodies, were to enrol as teams. They would work on learning tasks that were both academic and practical in nature, with an emphasis on experiential learning that leads to the creation of district and community networks of partners, development teams or forums and communities of practice, as well as the production and implementation of district and school development plans. Informed by this conceptual position, the study was structured by two underlying questions. First, whether the ELMD was re-inventing educational leadership beyond the traditional focus on principalship towards one that is inclusive of other education stakeholders. Second, how leadership development as a vehicle for social and educational change can be carried out. The research process was guided by a multi-paradigm perspective which drew heavily on the interpretive and critical science orientations. This led to the crafting of research methods that looked for data that would assist in an understanding of what was happening in the programme, as well as what power dynamics were at play and with what consequences for innovation. The evidence emanating from the study suggests a number of possibilities for consideration by future leadership development programme designers. First, the ELMD programme delivery design shows what can be done to draw participants from various levels of the schooling system, district, school and community and teach them educational leadership together in a mode that mobilizes them for change. Second, how social distance separating different levels of the education hierarchy and status consciousness may disappear gradually as people are brought together to work on tasks of mutual concern. Third, after a year of engagement with ELMD ideas and approach, the participants in the programme appeared to have started a journey of selftransformation towards becoming qualitatively different people who saw themselves as teams capable of tackling education and social problems in their schools and communities. These participants had begun to forge working networks, but the extent to which these could be characterized as knowledge ecosystems and communities of practice remains a question to explore. Fourth, that the current higher education accreditation policies and practices do not accommodate innovative learning approaches of the kind that the ELMD is developing. In this regard, the ELMD experienced difficulties in coming up with an assessment policy and practices which meet the academic as well as the practical developmental concerns of the programme. Fifth, programme instrumentalities and mandates that are put in place do not, in themselves, bring about change. The actual change comes about through the actions of human leadership capable of navigating between structural enablers and constraints.

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Galloway, Greta Marie Mandy. "A conceptual analysis of visionary leadership and its implications for educational transformation in schools." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/49813.

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Thesis (MPhil)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: There are many new developments in education taking place specifically in the field of schooling. Some of these developments - school based management, OBE curriculum developments and the devolution of control to the school level have brought with it many significant policy changes. Many educational leaders are struggling to keep abreast with these transformational changes that are confronting them with regard to leadership and management of education, and educational structures within the school. Therefore, visionary leadership is an essential ingredient in understanding the democratic changes and restructuring taking place at present. Many principals at schools are struggling with the changes, while possibly not fully understanding the political, social and economic dynamics of these changes. This assignment seeks to establish the need for visionary leadership in order to meet the challenges and constraints educational leaders face in their attempts to effect transformation in South Africa. I strongly identify with the democratic principles used to overcome the challenges and constraints to redress education in South African schools. Interviews were conducted and data was constructed with principals of six different schools in the East London area. The educational leaders interviewed, ranged from primary to high school principals giving a vast expanse of expertise as leaders within a specific school community. This assignment is based on the assumption that there is scope for educational leaders to bring about greater change and transformation in schools. There are many ways to visualise an effective school landscape based on a combination of personal, organisational and professional strategies. This assignment can be considered a contribution in this regard. KEY WORDS: Educational leaders, transformation and visionary leadership
AFRIKAANSE OPSOMMING: Daar is baie nuwe verwikkelinge wat plaasvind in die onderwys veralop die gebied van skole. Baie van hierdie verwikkelinge, onder andere, skoolgebaseerde bestuur, kurrikulumontwikkeling en die oordrag van gesag op skoolvlak het baie nuwe, aanpasbare opvoedkundige beleide en veranderings verwesenlik. Baie opvoedkundige leiers worstelom aan te pas by hierdie veranderinge. Hierdie veranderinge vereis dat leiers en bestuurders in die onderwysomgewing en strukture binne skoolverband om meer responsief op te tree. Visionêre leierskap is 'n belangrike vereiste om die demokratiese veranderinge en herstrukturering van skole te bevorder. Baie skoolhoofde worstel met hierdie veranderinge, omdat hulle nie heeltemal besef wat van die politieke, sosiale en ekonomiese uitdagings wat verandering bied, verwag word nie. Hierdie taak poog om die noodsaaklikheid vir visionêre leierskap en die vereistes en beperkinge wat onderwysleiers konfronteer in hulle benadering om transformasie in Suid-Afrikaanse skole te bewerkstellig, te ondersoek. Onderhoude was onderneem en data was gekonstrueer met skoolhoofde van ses verskillende skole in die Oos-London-omgewing. Die onderhoude met die onderwysleiers het plaasgevind by primêre- sowel as hoërskole. 'n Omvattende uitbreiding van wysheid en vaardigheid as leiers binne 'n spesifike skool omgewing was geopenbaar. Hierdie taak is gebaseer op die aaname dat daar ruimte is vir onderwysleiers om beter transformasie in skole aan te bring. Daar is baie maniere om visuele, effektiewe skole se terrein, gebaseer op 'n kombinasie van persoonlike, organisitoriese en professionele strategieë, te verwesenlik. Hierdie taak kan beskou word as 'n definitiewe bydrae in hierdie verband. KERNBEGRIPPE: Onderwysleiers, transformasie en visionêre leierskap.

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Bartel, Kenneth Cyril, and res cand@acu edu au. "Leadership in a Lutheran School: an Exploration of principal and school pastor worldviews and their potential impact on the transformation of the school learning community." Australian Catholic University. School of Educational Leadership, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp43.29082005.

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This ethnomethodological study focuses on the worldviews of Lutheran school principals and pastors. Essentially, these leaders in a Lutheran school provide direction and vision for the school learning community. The degree to which their worldviews coalesce will naturally result in positive or negative influences on the whole school community. These leaders within the Lutheran school can be seen as a hub for all kinds of learning experiences and interaction in the context of vital Christian communities in mission outreach and quality education. Any dissonance of worldview has potential for impact on school processes and relationships. The Lutheran Church has defined the role of the pastor in the school and the difference from his role in a congregation (Lutheran Church of Australia, 2002). Lutheran principals have a delegated authority from their school councils to be responsible for the complete oversight of the school’s direction, the observance of policies, and the assignment of tasks and duties of staff. The blurring of responsibility occurs over the pastor’s rightful responsibility in regards to a word and sacrament ministry. In a Lutheran school where the Gospel is to inform all learning, such tension can cloud school dynamics and transformation. The Lutheran church policy, Relative responsibilities of pastor and principal within the Lutheran school, identifies three critical areas of required mutual respect for the Principal and School Pastor: theological, professional and personal (Lutheran Church of Australia, 2001, p. 3). Thus, the ‘worldview’ dimensions considered in this research centre around the theological, the educational and the interpersonal domains. The school transformation themes of lifelong learning, postmodernism and curriculum, school organization and change, and school community relationships are used to challenge worldview dimensions of Principals and School Pastors through a series of online ‘stories’, or scenarios, backed by personal interviews and a document study. The identification of school leadership tension points brings about recommendations for action.

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Bartel, Ken. "Leadership in a Lutheran school: An exploration of principal and school pastor worldviews and their potential impact on the transformation of the school learning community." Thesis, Australian Catholic University, 2014. https://acuresearchbank.acu.edu.au/download/d89c37986508e63052a9e6f408a3ccb0f9d7ec5caa2dbb5b579371a8ad76bd79/157190/64790_Bartel_2005_Leadership_in_a_Lutheran_School_1_.pdf.

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This ethnomethodological study focuses on the worldviews of Lutheran school principals and pastors. Essentially, these leaders in a Lutheran school provide direction and vision for the school learning community. The degree to which their worldviews coalesce will naturally result in positive or negative influences on the whole school community. These leaders within the Lutheran school can be seen as a hub for all kinds of learning experiences and interaction in the context of vital Christian communities in mission outreach and quality education. Any dissonance of worldview has potential for impact on school processes and relationships. The Lutheran Church has defined the role of the pastor in the school and the difference from his role in a congregation (Lutheran Church of Australia, 2002). Lutheran principals have a delegated authority from their school councils to be responsible for the complete oversight of the school's direction, the observance of policies, and the assignment of tasks and duties of staff. The blurring of responsibility occurs over the pastor's rightful responsibility in regards to a word and sacrament ministry. In a Lutheran school where the Gospel is to inform all learning, such tension can cloud school dynamics and transformation. The Lutheran church policy, Relative responsibilities of pastor and principal within the Lutheran school, identifies three critical areas of required mutual respect for the Principal and School Pastor: theological, professional and personal (Lutheran Church of Australia, 2001, p. 3). Thus, the 'worldview' dimensions considered in this research centre around the theological, the educational and the interpersonal domains.;The school transformation themes of lifelong learning, postmodernism and curriculum, school organization and change, and school community relationships are used to challenge worldview dimensions of Principals and School Pastors through a series of online 'stories', or scenarios, backed by personal interviews and a document study. The identification of school leadership tension points brings about recommendations for action.

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Tsui, Wai-kei, and 徐偉基. "The transformation of leadership from a vice-principal to a principal-to-be: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37316072.

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Besler, Amy L. "A Qualitative Study of the Positive Transformation of Public High School Cultures as Perceived by Administrators, Teachers, and Classified Staff Members." Thesis, Brandman University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10619663.

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Purpose: The purpose of this qualitative phenomenological study is to discover the factors which contribute to the positive transformation of a comprehensive public high school’s culture as perceived by the school’s administrators, teachers, and classified staff. An additional purpose of the study is to determine what similarities and differences exist between the perceptions of administrators, teachers, and classified staff.

Methodology: The researcher identified comprehensive public high schools within the state of California where measurable growth in positive perceptions of school culture had been achieved within the preceding two to four years. Of this target population, six schools were identified, through which the researcher conducted individual interviews with each principal and focus group discussions with separate groups of six to eight teachers and six to eight classified staff members at each school site. Additionally, the researcher participated in observations at each school site and gathered artifacts to support the data garnered through the interviews and focus group discussions.

Findings: Participants recognized trust, relationships, and shared values as the fundamental components of a positive school culture. Principals perceived shared leadership and decision making as vital, while teachers and classified staff members responded strongly to the inspiring vision of a passionate school leader. Classified staff members also responded strongly to the importance of communication within the organization.

Conclusions: Cultural change efforts require time, patience, empathy, and willingness to engage in conflict and honest discourse. Additionally, schools with strong, positive culture create an environment that is student-centered, feels like home/family, and values all stakeholders as equally important. All decisions, goals, and plans are rooted in the shared values of the school community, which are communicated constantly in various ways.

Recommendations: School leaders hoping to positively shift their cultures must engage all stakeholders in the development of shared values, implement structures that facilitate the building of relationships, celebrate risk-taking and small wins, demonstrate and inspire trust, and develop methods to assess and constantly reassess the aspects of their schools’ cultures in order to spark a call to action that will resonate with stakeholders.

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Книги з теми "School leadership / transformation"

Rethinking educational leadership: From improvement to transformation. New York: Network Continuum, 2009.

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1949-, Halbert Judy, ed. Leadership mindsets: Innovation and learning in the transformation of schools. New York, NY: Routledge, 2009.

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Caldwell, Brian. Raising the stakes: From improvement to transformation in the reform of schools. N.Y., NY: Routledge, 2007.

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Frazier, Andy. A roadmap for quality transformation in education. Boca Raton, Fla: St. Lucie Press, 1997.

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Crossley, David. Learn to transform: Developing a 21st century approach to sustainable school transformation. 2nd ed. New York, NY: Continuum International Pub. Group, 2010.

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John, Baumber, ed. Regenerating schools: Leading transformation of standards and services in secondary schools through community engagement. London : New York, NY: Continuum International Pub. Group, 2008.

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Transformations: Leadership for bodybrain-compatible learning. 3rd ed. Kent, Wash: Books for Educators, 2000.

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Roueche, John E. Shared vision: Transformational leadership in American community colleges. Washington, D.C: Community College Press, American Association of Community and Junior Colleges, 1989.

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Curricular landscapes, democratic vistas: Transformative leadership in higher education. New York: Praeger, 1989.

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Patrick, Hazlewood, ed. Leading the leaders for the future: A transformational opportunity. New York, NY: Continuum International Pub. Group, 2008.

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Частини книг з теми "School leadership / transformation"

Kowch, Eugene. "Leading Transformation with Digital Innovations in Schools and Universities: Beyond Adoption." In Digital Transformation of Learning Organizations, 145–68. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55878-9_9.

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AbstractDigital innovations in schools and universities matter. New leadership approaches and new organization knowledge are necessary for leaders to realize long-term school and university transformations afforded by important digital innovation experiments. This chapter takes a hard look at leadership and organization theory and practice, along with a critical look at innovation adoption to help digital school and university innovation teams find more sustainable, impactful innovations. First, we examine research and theory on formal leadership and organization to argue that classical, formal leaders separate people from the work of others, limiting innovation teamwork. We also examine formal organizations as “houses,” finding that these over-structure people and power in vertical functional “boxes” in bureaucracies that limit school or university readiness to adapt—even when great digital innovations offer transformation potential. Less formal leadership and organization is then explored with evidence from the author’s research on leading complex adaptive teams as more adaptable organization network forms. We conclude that less formal leadership and less formal organizing structures offer more innovation potential by creating adaptive spaces for digital innovations. We present a new theory and guidelines for leading and participating in high-impact digital innovation networks working to lead learning organization emergence (transformation) via digital innovations.

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Çetin, Münevver, and İsmail Karsantık. "Current Trends in School Management: School Leadership in Education 4.0." In Educational Theory in the 21st Century, 197–216. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9640-4_9.

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AbstractMeeting the needs of industrial development and reflecting the emerging demands onto the field of education has led to the emergence of Education 4.0 and initiated pedagogical, cultural, and managerial transformation in education in this direction. As a result of this transformation, macroscale structures and policies have been replaced by a microscale, web-oriented, local government paradigm. This section discusses current trends in education management and school leadership which are examined in the light of new education and management paradigms. In this direction, the shift in the education management paradigm, the sources of change, the role of school leaders in organizational development, the expected characteristics of school leaders in Education 4.0, and the use of the Internet of Things in education management and monitoring systems are addressed. In Education 4.0, the concepts of innovation management, digital literacy, productivity, collective participation in management and decisions, education communities, and capacity development are prominent in school leadership. This section emphasizes that strategic leaders who are able to adapt to the paradigm shift contribute and direct the formation of school culture and values. In this direction, the importance of organizing trainings for developing leadership skills and raising leaders who will help to restructure schools and shape cultural trends are underlined in the chapter. Emphasis is placed on the importance of raising leaders with technological skills who can use multi-channel communication strategies in school management.

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Buchanan, Ash, and Jack Greig. "Shifting Mindsets: Transforming Self, School, and Society." In The Palgrave Handbook of Positive Education, 493–524. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_20.

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AbstractWe are living in a time of profound disruption and planetary crises which is calling on all of us to show up and make a contribution that serves the wellbeing of all. A central aspect of making such a contribution is the capacity to shift our mindsets towards more caring, inclusive, and interdependent perspectives. This chapter explores mindsets in an educational context. We begin with a general overview of mindset theory and examine the relationship between mindsets and the unfolding of human potential. Then we explore fixed and growth mindset theory in education, which is primarily focused on learning, achievement, and improvement. Next, we evolve this focus to include benefit mindset theory, which integrates leadership, contribution, and transformation, and focuses on how we can recognise our interdependence with the living Earth community, turn towards our individual and collective shadows, and realise our unique potential in a way that serves the wellbeing of all. We include a table of 10 mindset transformations, and we invite scholars and educators to explore implications.

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Saleh, Issa M., and Myint Swe Khine. "New School Culture and Effectiveness in Schools." In Reframing Transformational Leadership, 1–6. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-638-7_1.

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Leithwood, Kenneth, Diana Tomlinson, and Maxine Genge. "Transformational School Leadership." In International Handbook of Educational Leadership and Administration, 785–840. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1573-2_23.

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Sanrattana, Wirot, Forrest W. Parkay, and Mei Wu. "Student, Teacher, and Parental Perceptions of Elementary School Climate." In Reframing Transformational Leadership, 35–54. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-638-7_4.

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Wilson, Hope E. "Kindness Through Leadership." In Building Transformational Kindness in Schools, 21–45. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003250739-3.

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Brazer, S. David, Scott C. Bauer, and Bob L. Johnson. "Transformational Leadership and Change." In Leading Schools to Learn, Grow, and Thrive, 149–80. New York : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315176123-8.

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Johnson, Joseph F., Cynthia L. Uline, and Lynne G. Perez. "Positive Transformational Culture." In Leadership in America’s Best Urban Schools, 20–36. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315685519-3.

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Saleh, Issa M. "Teachers’ Perspective Towards the Effectiveness of a Program in One of the Schools in the Middle East." In Reframing Transformational Leadership, 21–34. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-638-7_3.

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Тези доповідей конференцій з теми "School leadership / transformation"

Lethole, Lieketseng, June Palmer, and Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.

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Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEMs) in Lesotho high schools to explore the views they consider most relevant in developing teacher leadership skills to ensure leadership succession as sustainable practice. The findings reveal that to achieve sustainable teacher leadership, there is a need to withdraw from a top-down hierarchical model of leadership towards more flexible, transformative, and empowering approaches to leadership. Furthermore, in order to maintain sustainable teacher leadership, HoDs and DEMs must be innovative in providing reflective plans for professional development that can sustain teachers throughout their careers and foster learning environments that are healthy for teachers, learners, and the school. The study recommends that school leaders should mobilise the leadership expertise of teachers in their schools in order to create more chances for transformation and capacity building. Sustainable teacher leadership can help bring about great improvements in a school, including extending the scope of leadership beyond what the HoDs and DEMs cannot achieve alone, and building their relationship capacity to become collaborative change agents.

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Toemte, Cathrine Edelhard. "SCHOOL LEADERSHIP AND DIGITAL TRANSFORMATION - THE ROLE OF THE SCHOOL LEADER." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0727.

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Radzi, Norfariza Mohd. "Strategic Financial Planning in Malaysia's National School: New Strategies for Education Transformation." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.97.

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Kgothule, Rantsie, June Palmer, Gregg Alexander, and Edwin De Klerk. "TRANSFORMATIVE LEADERSHIP IN MULTICULTURAL SCHOOLING CONTEXTS: A CRITICAL REFLECTION OF IN-SERVICE TEACHERS’ PRACTICES AND SCHOOL MANAGERS’ ROLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end131.

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In exercising their power and authority, School Management Teams (SMTs) should engage in transformative leadership which commences with interrogations regarding social justice, democracy and social responsibility. According to Freire’s philosophy of education it is further expected of SMT members to support and shape the belief that autonomy is a condition arising from the responsible engagement with decision-making; that we are ‘unfinished’ in our development as human beings; and that we are responsible for the development of a critical consciousness as a necessary condition of freedom and the creation of democratic and equitable learning spaces. In a transformative leadership context, authority must inform all critical practices of pedagogical intervention and goal setting should support in-service teacher’s autonomy, self-worth and develop their potential and the level of intrinsic motivation to flourish in inclusive school settings. This paper reports on a qualitative pilot study conducted with SMT members and teachers in the Northern Cape Province of South Africa to gain their insights regarding their roles as leaders in devising mechanisms to invest in radical democratic principles and the promotion of inclusive school practices. The key findings indicate that the SMT’s role require that they interrogate their frame of reference and transform their thinking in terms of social justice in multicultural school settings and create opportunities for in-service teachers to develop professionally and use digital technology creatively to enhance teaching and learning. As a force for transformation, we conclude that transformative leadership may be a catalyst to engage school leaders and teachers in individual and combined processes of awareness of inclusive practices and action.

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Masaong, Abdul Kadim, Asrin Asrin, Ikhfan Haris, and Sutrisno D. J. Yunus. "Developing Character Education Management Model for The Empowerment of Ethos Transformation based Multiple-Intelligence of Junior High School Student's." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.11.

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Sinaga, Bornok, Sahyar Sahyar, Darwin Darwin, and Juniastel Rajagukguk. "Academic Perspective for Digital Transformation of Higher Education in Postgraduate School of Universitas Negeri Medan." In Proceedings of the 7th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2022, 20 September 2022, Medan, North Sumatera Province, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.20-9-2022.2324606.

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Hamdi, Sameer, Alaa Jameel, Aram Massoudi, and Abd Rahman Ahmad. "Leadership Styles and organizational citizenship behaviour in secondary schools." In 3rd International Conference on Administrative & Financial Sciences. Cihan University - Erbil, 2021. http://dx.doi.org/10.24086/afs2020/paper.231.

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Leadership style has not been effectively examined in educational institution in developing countries. The purpose of this study is to examine the impact of Leadership styles on organizational citizenship behaviour (OCBs) among secondary school teachers. Based on the review, the study proposed that leadership styles and its components; transformational leadership (TFL) and transactional leadership (TAL) will affect OCBs. Methodology, The population of this study, is secondary school teachers. A stratified sampling technique was deployed to collect 174 responses from eight schools. The findings showed that TFL and TAL have a significant effect on OCBs and TFL highly predicted OCBs than TAL. Decision-makers are advised to implement the TFL and increase the OCBs among Teachers.

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Mestry, Raj, and Pierre du Plessis. "EMPOWERING PRINCIPALS TO LEAD AND MANAGE PUBLIC SCHOOLS EFFECTIVELY IN THE 21ST CENTURY." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end006.

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Globally, education systems have been affected by radical social, political and economic changes. Although school principals play a pivotal role in improving student learning and attaining educational outcomes, they work under strenuous conditions to deal with multifaceted transformational issues. Principals experience great difficulty in coping with numerous changes, partly because they are inadequately prepared for their leadership position, or simply lack the necessary skills, knowledge and attitudes to lead and manage schools effectively and efficiently. Fundamentally, principals should be empowered to effectively deal with challenges facing them in the 21st century. Using qualitative research, this study explored the importance of promoting a culture of professional development that will prepare principals to confront education challenges and obstacles facing them. Fifteen principals were selected to determine their perceptions and experiences of how they were prepared and professionally developed to lead and manage schools. Findings revealed that in South Africa, there is no formal preparation for aspiring or practicing principals taking on leadership and management positions, and very few in-service professional development programmes are available. There is a dire need for education authorities to introduce compulsory training and development programmes for aspiring and practicing school leaders to lead and manage their schools successfully.

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Nababan, Tota Maria, Zainuddin, Saut Purba, Johannes Sohirimon Lumban Batu, and Godlif Sianipar. "School Leadership Strategies in the Digital Era." In 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211110.068.

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Fardillah, Laily, Budi Prasetyo, and Rizca Yunike Putri. "Transformational Leadership in Higher Education Institutions and Employee Satisfaction Interventions." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007550307210724.

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Звіти організацій з теми "School leadership / transformation"

Field, Adrian. Menzies School Leadership Incubator: Insights. Australian Council for Educational Research, July 2021. http://dx.doi.org/10.37517/978-1-74286-637-6.

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The Menzies School Leadership Incubator (the Incubator) is a national trans-disciplinary initiative to design, test and learn about transformative innovations that will support lasting systems change in Australian schools’ leadership. This review explores the successes, challenges and learning from work in the Incubator to date, from the perspective of a collaborative seeking longstanding systems change. The design of the review is informed by thinking in the innovation literature, principally communities of practice and socio-technical systems theory. This review was undertaken as a rapid exploration of experiences and learning, drawing on interviews with eight individuals from within the Incubator (six interviews) and collaborating partners (two interviews).

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Elliott, Kerry, Hilary Hollingsworth, Aiden Thornton, Liz Gillies, and Katherine Henderson. School leadership that cultivates collective efficacy: Emerging insights 2022. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-694-9.

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The work of the Menzies School Leadership Incubator suggests we need a new approach to leadership that supports school leaders to better manage transformational change and deepen collaborative capacity necessary to cultivate collective efficacy to improve student learning outcomes. This paper provides a description of the work of the Menzies School Leadership Incubator (“the Incubator’) and insights generated so far. The Incubator has identified five leadership domains which underpin the leadership of Collective Efficacy: Understanding Collective Efficacy; Systems Leadership; Change Leadership; Team Leadership; and Collaborative Capacity.

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.

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