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Article
Publication date: 1 August 2004

Dean Fink and Carol Brayman

A demographic time bomb is ticking in many school jurisdictions. Up to 70 per cent of present leaders in the private and public sectors will retire within the next five to…

Abstract

A demographic time bomb is ticking in many school jurisdictions. Up to 70 per cent of present leaders in the private and public sectors will retire within the next five to ten years as the “baby boomers” move on. While succession planning has become a major initiative in the private sector, leadership succession in education tends to hew to old paths. Where are new educational leaders to come from? How should their succession be orchestrated? The traditional source of succession at the secondary level, the department headship, is no longer an attractive route for many teachers. Many potential leaders do not perceive the role of principal or assistant principal in a positive light. These roles are increasingly being associated with managing the standards/standardization agenda with which many professionals profoundly disagree. While it is premature to declare a leadership crisis in education, it is not too early to call on policy makers to attend to the growing need for succession planning at all levels in education. Based on an examination of change over times in four schools in Ontario, this article addresses issues of leadership succession in education and, more precisely, examines the influence of principals’ succession on the principals themselves and their schools.

Details

Journal of Educational Administration, vol. 42 no. 4
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 27 September 2011

Dean Fink

A crucial aspect of a school's capacity to promote and sustain change and improvement in student learning is the depth, breadth and endurance of both its formal and…

Abstract

Purpose

A crucial aspect of a school's capacity to promote and sustain change and improvement in student learning is the depth, breadth and endurance of both its formal and informal leadership. Shortages of willing leaders, however, have forced governments around the world to expend a considerable amount of time, effort, and money to fill up the leadership “pipeline” with qualified candidates for leadership positions. This paper aims to address these issues.

Design/methodology/approach

This paper uses the examples of school districts in Ontario, Canada, in England and in the eastern United States to look beyond the common practice of merely filling up “pipelines” with credentialed leaders to an examination of the development of leadership “pools” and “reservoirs” of leadership capacity through distributed forms of leadership.

Findings

It is found that there has been a subtle but important shift in thinking over the past few years. Where once money spent on leadership recruitment and development was considered a cost, it is now viewed as an investment and as a result some school authorities have shifted focus from “replacement planning” in which specific people are identified to fill certain jobs, to a “succession management” approach which involves building an organization's leadership capacity by identifying, recruiting, and developing a “pool” of high‐potential individuals for both current and future roles.

Originality/value

The paper shows that developing this pool depends in large measure on the “reservoir” of leadership capacity in an organization and perhaps most importantly, the willingness of potential leaders to come forward.

Details

Journal of Educational Administration, vol. 49 no. 6
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 21 March 2008

Andy Hargreaves and Dean Fink

This article aims to discusses the nature and benefits of lateral approaches to educational change, especially in the form of distributed leadership, that treat schools…

Abstract

Purpose

This article aims to discusses the nature and benefits of lateral approaches to educational change, especially in the form of distributed leadership, that treat schools, localities, states, or nations, as “living systems” interconnected by mutual influence.

Design/methodology/approach

The paper presents a conceptual discussion of the interrelated ideas of living systems, communities of practice and networks. Research examples from England, North America, and Finland are used to underscore the article's argument.

Findings

The article underlines how, within this conception, distributed leadership operates as a network of strong cells organized through cohesive diversity and emergent development rather than mechanical alignment and predictable delivery. However, more deeply and more critically, the chapter also investigates whether, in practice, these lateral strategies are being used to extend democratic public and professional involvement in developing the goals and purposes of education or whether they are being primarily used as motivational devices to re‐energize a dispirited profession into producing more effective and enthusiastic delivery of imposed government performance targets?

Originality/value

The paper provides useful information on developments in distributed leadership.

Details

Journal of Educational Administration, vol. 46 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 27 September 2011

Stephen Dinham and Frank Crowther

This paper aims to serve as an introduction to and overview of this special issue of the Journal of Educational Administration entitled “Building organisational capacity…

Abstract

Purpose

This paper aims to serve as an introduction to and overview of this special issue of the Journal of Educational Administration entitled “Building organisational capacity in school education”. The co‐editors have solicited contributions from authors in Wales, Australia, Canada, the USA, England, Hong Kong and New Zealand.

Design/methodology/approach

The paper reviews past and contemporary approaches to the issue of capacity building in education and in particular, sustainable capacity building. As well as reviewing key researchers and writers in this field, including their own work, the authors foreshadow and synthesise the other seven papers that make up this special issue.

Findings

The paper contends that building capacity in schools and schooling, while no means easy, can be both understood and accomplished. However, caution needs to be exercised because hard‐fought gains in capacity building and sustainability can be quickly eroded under the influence of poor leadership or extraneous changes.

Practical implications

The paper serves as a framework both for the seven papers that follow and more generally for understanding and conceptualising sustainable school capacity building.

Originality/value

The paper performs the function of framing current debates and pressures around sustainable school capacity‐building in an international theoretical and practical context.

Details

Journal of Educational Administration, vol. 49 no. 6
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 April 2005

Philip Cook and Wendy Gallagher

Abstract

Details

Journal of Educational Administration, vol. 43 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 29 April 2014

Patrick A. Duignan

The purpose of this paper is to undertake a personal, historical, analytical and interpretive investigation of the evolution of the concept of authentic leadership in…

Abstract

Purpose

The purpose of this paper is to undertake a personal, historical, analytical and interpretive investigation of the evolution of the concept of authentic leadership in educational administration/leadership over a number of decades.

Design/methodology/approach

The paper includes the author's reflections on his own journey on the topic as well as an analysis of the contributions of great researchers, theorists and writers since early in the twentieth century but, especially, since the early 1960s.

Findings

While there is no coherent body of literature on the development of the concept of authentic leadership, there is a general discernible trend starting with a focus on self (know thyself, to thine own self be true); to considering and defining self in relationships; to accepting that there is a moral force behind notions of self-fulfillment; to recognising that authentic leaders operate in a real post-modern (perhaps post-post modern) world of pressures, paradoxes and ethical challenges. This is often a world of standards, assessment and accountability for performance outcomes.

Originality/value

The paper draws on the author's own research journey and legacy on the topic as well as the contributions of “giants in the field” who have continually pushed the envelope when exploring the topic and closely interrelated topics.

Details

Journal of Educational Administration, vol. 52 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 25 September 2007

Brian Roberts

Abstract

Details

International Journal of Educational Management, vol. 21 no. 7
Type: Research Article
ISSN: 0951-354X

Content available
Article
Publication date: 21 March 2008

Alma Harris

Abstract

Details

Journal of Educational Administration, vol. 46 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 7 September 2015

Abstract

Details

Journal of Educational Administration, vol. 53 no. 6
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 11 April 2016

Phil Lambert, Warren Marks, Virginia Elliott and Natalie Johnston-Anderson

The purpose of this paper is to report on a study examining the existence and perceived influence of “generational collide” for teachers and leaders across three…

Abstract

Purpose

The purpose of this paper is to report on a study examining the existence and perceived influence of “generational collide” for teachers and leaders across three generations – Baby Boomers, Generation X (Gen X) and Generation Y (Gen Y). The study sought to further determine if a teacher’s generation, gender, school level or position influenced their beliefs about generational leadership change.

Design/methodology/approach

This study employed a cross-sectional survey using an explanatory sequential mixed methods design. A random sample of teachers and leaders from schools in the Sydney metropolitan area participated in a questionnaire (n=244) and a purposive sample of eight participants from each of the three generational groups (n=24) participated in a follow up interview.

Findings

The data revealed that teachers and leaders across all three generations agreed that “generational collide” is real and is currently happening in some schools. Each generation has their own perceptions about the “collide” and often do not recognise that this may differ for other generations. In relation to the key variables, this study demonstrated that primary teachers were significantly more likely to believe that generational leadership change was happening than secondary teachers and that Baby Boomers were significantly more likely to view their staying on past retirement age as positive compared to both Gen X and Gen Y.

Practical implications

The findings from this study have practical implications for system leaders charged with the responsibility of providing the supply of quality leadership for schools through effective succession planning programmes and policies.

Social implications

The findings from this study have social implications for principals’ (and deputy principals’) professional associations who have the responsibility for the personal, professional and career welfare of principals and aspiring principals.

Originality/value

This paper adds to the growing body of evidence around generational collide in schools by providing an Australian perspective on the phenomenon. Moreover, this paper raises important concerns for school leaders and administrators involved in leadership development initiatives at the micro, meso and macro levels. Teachers in each generation have specific beliefs around promotion, career pathways, knowledge transfer and talent retention that need to be recognised and considered in future succession planning.

Details

Journal of Educational Administration, vol. 54 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

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