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Article
Publication date: 8 July 2019

Antonios Kafa and Petros Pashiardis

The purpose of this paper is to explore a broader understanding of the role of Cypriot school principals’ personal identities, through a values system perspective, when…

Abstract

Purpose

The purpose of this paper is to explore a broader understanding of the role of Cypriot school principals’ personal identities, through a values system perspective, when exercising their leadership.

Design/methodology/approach

A multicase study methodology was followed with five school principals, representing five different leadership styles. In each case, an in-depth investigation of the school principal’s personal identity was undertaken. School principals’ personal values were explored during interviews, staff meetings and daily activities observations, as well as through the use of the think-aloud protocol method. This study utilized the Schwartz Theory of Basic Human Values, as well as the Pashiardis–Brauckmann Holistic Leadership Framework, as the guiding theoretical framework.

Findings

School principals’ personal identities in Cyprus seem to influence, to some extent, their daily leadership practice. However, particular factors associated with the context in which they live (social identity) and work (professional identity), seemed to be affecting the personal values embedded throughout their personal identities.

Research limitations/implications

Five school principals are not enough to make generalizations on the relationships between leadership styles and values. However, through this paper, the authors sought to provide examples on how school principals’ personal identities influence their leadership practice.

Practical implications

The findings highlight the important role and attention to school principals’ personal identities, beyond the core management and leadership courses. The findings also shed light on the importance of looking more closely at contextual elements “outside” and “inside” the school and to what extent these could influence school principals’ personal identities.

Originality/value

This paper offers insights into school principals’ personal identities, through a values system perspective, and how these personal identities influence their leadership practice.

Details

International Journal of Educational Management, vol. 33 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

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Article
Publication date: 10 September 2021

Petros Pashiardis and Antonios Kafa

The purpose of this paper is to explore successful school principalship in Cyprus based on a ten-year research project, and in particular, by analysing leadership…

Abstract

Purpose

The purpose of this paper is to explore successful school principalship in Cyprus based on a ten-year research project, and in particular, by analysing leadership knowledge based on concrete actions of successful school principals derived from multiple case studies from the primary and secondary education sectors in Cyprus.

Design/methodology/approach

The initial type of evidence was original qualitative empirical research undertaken through the examination of 11 case studies of successful primary and secondary school principals across Cyprus. Following, for the purposes of this paper a cross-case reanalysis was performed in order to extract successful actions from the participating school principals.

Findings

Based on the emerging actions from the cross-case analysis, findings indicate that successful school principals, both in primary and secondary education, develop external relations, as well as networking with all relevant actors; create a collaborative and shared ownership feeling among their members and within their school organization; and finally promote a clear vision, based on a specific number of values.

Originality/value

This overall effort led us to the articulation of certain successful actions, which could be related and compared to the results in other successful school principalship contexts. Furthermore, it could contribute to the cross-country comparative knowledge body on successful school principalship, with different educational policies and different social contexts.

Details

Journal of Educational Administration, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0957-8234

Keywords

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Article
Publication date: 1 December 2020

Antonios Kafa and Petros Pashiardis

This paper is derived from a thorough and systematic study, contributing to further understanding of the perception of authentic leadership in the context of Cyprus, by…

Abstract

Purpose

This paper is derived from a thorough and systematic study, contributing to further understanding of the perception of authentic leadership in the context of Cyprus, by involving school principals' both espoused values and values in action coupled with their leadership styles.

Design/methodology/approach

Data were drawn from a combination of methods, both quantitative (235 questionnaires) and qualitative (5 case studies), thus facilitating a more reliable and valid exploration of school principals' espoused values and values in action coupled with their leadership styles.

Findings

School principals' values in action may be filtered by particular factors, which affect them, when they try to promote their espoused values during their leadership practice. In general, the findings indicated that practicing authentic leadership might be, in fact, impeded by specific factors connected to the broader context in which school principals operate.

Research limitations/implications

It is not possible to draw concrete conclusions on relation between the espoused values and values in action, as only five school principals took part during the second research phase. However, in this study, the quantitative (first phase) and qualitative (second phase) research were combined in order to produce a general picture, with regards to the practice of authentic leadership.

Originality/value

The study of values has received an extensive research interest lately. In this study, it was approached collectively and cohesively by taking into consideration the differentiation between espoused values and values in action.

Details

International Journal of Educational Management, vol. 35 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

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Article
Publication date: 15 June 2012

Petros Pashiardis, Antonios Kafa and Christiana Marmara

The purpose of this paper is to provide an insight into successful secondary school principals in Cyprus, focusing on identifying their actions and behaviours through the…

Abstract

Purpose

The purpose of this paper is to provide an insight into successful secondary school principals in Cyprus, focusing on identifying their actions and behaviours through the adoption of a systemic view of the quality of leadership in school organizations from multiple stakeholders (i.e. self, parents, students and teachers).

Design/methodology/approach

This article is the sequel to another paper on successful principalship which was written about successful primary school principals in Cyprus. A multi‐case study methodology was followed where data were gathered from a wide range of school stakeholders such as the principal, teachers, students and parents employing a common, semi‐structured interview protocol developed specifically for the International Successful School Principalship Project (ISSPP) which was translated into Greek and adopted to Cyprus’ educational context.

Findings

This paper argues that the principals exhibit behaviors and actions such as developing relationships, being committed, being visionary and promoting a collaborative learning environment which, in combination with their passion, devotion and commitment, lead to successful principalship.

Originality/value

The paper offers insights into the implications for principals’ training by informing policies for recruitment and retention leading to the designing of more effective leadership training programs.

Details

International Journal of Educational Management, vol. 26 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Abstract

Details

International Journal of Educational Management, vol. 26 no. 5
Type: Research Article
ISSN: 0951-354X

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