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Book part
Publication date: 19 July 2022

Ericka L. Galegher, Petrina M. Davidson, Joseph Elefante, Guadalupe Bright and Lisa Damaschke-Deitrick

The objective of this chapter is to analyze educational leadership policy in New Jersey, US, and Ontario, Canada, focusing on the inclusion of the unique needs of systematically

Abstract

The objective of this chapter is to analyze educational leadership policy in New Jersey, US, and Ontario, Canada, focusing on the inclusion of the unique needs of systematically marginalized students, specifically refugees and forced immigrant (RFI) youth. Modes of inquiry are qualitative document analysis of New Jersey and Ontario leadership policies, preparation requirements, and standards. The objective of this paper is to present an extensive literature review of policies related to educational leadership and supporting RFI youth and their teachers as well as to reveal gaps in policies and examine pre- and in-service training requirements. Within the field of comparative and international education, this chapter highlights the institutionalization of trends in educational leadership at state or provincial levels and how these macro-level policies influence educators’ abilities to meet the needs of students from marginalized communities, such as refugees and immigrants.

Details

Annual Review of Comparative and International Education 2021
Type: Book
ISBN: 978-1-80382-618-9

Keywords

Book part
Publication date: 5 October 2015

Cosette M. Grant

This chapter provides discursive space for story-telling to provide narrative reflection on the experiences associated with struggles and advantages attributed to advancing…

Abstract

This chapter provides discursive space for story-telling to provide narrative reflection on the experiences associated with struggles and advantages attributed to advancing non-traditional perspectives into practice. I utilize an auto-ethnography (L. Anderson (2006). Analytical autoethnography. Journal of Contemporary Ethnography, 35(4), 373–395; C. Ellis & A. P. Bochner (2000). Auto-ethnography, personal narrative, reflexivity: Researcher as subject. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 733–768). Thousand Oaks, CA: Sage; L. Richardson (2000). Writing. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 923–948). London: Sage) to detail my lived experiences as a scholar who has encountered the outsider-within status in academe (Collins, P. H. (2002). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Routledge.). I detail my dual role as a social agent and as an African-American female scholar and the complexities of teaching social justice while promoting the need for activism of social justice and equity in our U.S. schools. Therefore, this study amplifies silenced voices regarding challenges for African-American female scholars engaged in transformative pedagogy in academe. I will utilize a Critical Race Theory lens to examine the racialized experiences that persist for African-American faculty seeking to advance transformational perspectives in academe, and thus through teaching, helping students to realize inequities in K-12 classroom settings (Grant, C. (2012). Advancing our legacy: A Black feminist perspective on the significance of mentoring for African-American women in educational leadership. International Journal of Qualitative Studies in Education, 25(1), 101–117.).

Details

Living the Work: Promoting Social Justice and Equity Work in Schools around the World
Type: Book
ISBN: 978-1-78441-127-5

Keywords

Book part
Publication date: 8 December 2016

Izhar Oplatka

This chapter focuses on a proposed framework of irresponsible leadership (IRL) that might emerge in our schools under certain circumstances. A second purpose is to analyze…

Abstract

This chapter focuses on a proposed framework of irresponsible leadership (IRL) that might emerge in our schools under certain circumstances. A second purpose is to analyze potential ways to prevent its rise, based on previous models of educational leadership. Broadly, IRL is composed of five elements: narrow view of education, a business-like view of the teacher–student relations, a Narcissist and ego-centrist view, self-centered decision making, and emotional unawareness and poor emotion regulation. Unsurprisingly, IRL results in decreased levels of teachers’ and students’ well-being, unethical school climate, a lack of social responsibility in the teacher lounge, and school failure. To prevent these and related results, three major leadership models in education – participative, moral and social justice, and instructional – were analyzed.

Details

The Dark Side of Leadership: Identifying and Overcoming Unethical Practice in Organizations
Type: Book
ISBN: 978-1-78635-499-0

Keywords

Article
Publication date: 4 December 2020

Torbjørn Waaland

The purpose of this study was to investigate the influence of cognitive tasks on mentoring provided and the moderating influence of having an educational leadership position.

Abstract

Purpose

The purpose of this study was to investigate the influence of cognitive tasks on mentoring provided and the moderating influence of having an educational leadership position.

Design/methodology/approach

This cross-sectional survey was based on a questionnaire sent to 435 employees of 29 preschools in Norway. A total of 284 responses were returned, with a response rate of 65.3%. A total of three research hypotheses were formulated. A confirmatory factor analysis (CFA) was used to develop three measurement models, and structural equation modelling (SEM) based on the multigroup analysis was used to test the hypotheses.

Findings

Results revealed that cognitive tasks increase the occurrence of mentoring provided at work for employees with and without an educational leadership position. Furthermore, educational leadership moderates the relationship between cognitive tasks and mentoring provided.

Research limitations/implications

The use of convenience sampling and self-reports are discussed, especially related to representativeness and reporting biases. Implications for practice and future research are also discussed.

Originality/value

This is an understudied area, and no previous research has used a confirmatory approach to investigate how cognitive tasks and educational leadership influence the occurrence of mentoring provided.

Details

International Journal of Mentoring and Coaching in Education, vol. 10 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 17 February 2021

Yinying Wang

Artificial intelligence (AI) refers to a type of algorithms or computerized systems that resemble human mental processes of decision-making. This position paper looks beyond the…

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Abstract

Purpose

Artificial intelligence (AI) refers to a type of algorithms or computerized systems that resemble human mental processes of decision-making. This position paper looks beyond the sensational hyperbole of AI in teaching and learning. Instead, this paper aims to explore the role of AI in educational leadership.

Design/methodology/approach

To explore the role of AI in educational leadership, I synthesized the literature that intersects AI, decision-making, and educational leadership from multiple disciplines such as computer science, educational leadership, administrative science, judgment and decision-making and neuroscience. Grounded in the intellectual interrelationships between AI and educational leadership since the 1950s, this paper starts with conceptualizing decision-making, including both individual decision-making and organizational decision-making, as the foundation of educational leadership. Next, I elaborated on the symbiotic role of human-AI decision-making.

Findings

With its efficiency in collecting, processing, analyzing data and providing real-time or near real-time results, AI can bring in analytical efficiency to assist educational leaders in making data-driven, evidence-informed decisions. However, AI-assisted data-driven decision-making may run against value-based moral decision-making. Taken together, both leaders' individual decision-making and organizational decision-making are best handled by using a blend of data-driven, evidence-informed decision-making and value-based moral decision-making. AI can function as an extended brain in making data-driven, evidence-informed decisions. The shortcomings of AI-assisted data-driven decision-making can be overcome by human judgment guided by moral values.

Practical implications

The paper concludes with two recommendations for educational leadership practitioners' decision-making and future scholarly inquiry: keeping a watchful eye on biases and minding ethically-compromised decisions.

Originality/value

This paper brings together two fields of educational leadership and AI that have been growing up together since the 1950s and mostly growing apart till the late 2010s. To explore the role of AI in educational leadership, this paper starts with the foundation of leadership—decision-making, both leaders' individual decisions and collective organizational decisions. The paper then synthesizes the literature that intersects AI, decision-making and educational leadership from multiple disciplines to delineate the role of AI in educational leadership.

Details

Journal of Educational Administration, vol. 59 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 29 April 2014

Gerald Fallon and Jerald Paquette

The purpose of this paper is to provide to First and non-First Nation educators, scholars, and policy makers alternative perspectives that can reshape research on educational

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Abstract

Purpose

The purpose of this paper is to provide to First and non-First Nation educators, scholars, and policy makers alternative perspectives that can reshape research on educational leadership in First Nation education with new imaginings that question fundamentally the cultural-political-economic-space defined by Euro-centred notion of modernity.

Design/methodology/approach

The paper addresses two questions in dealing with issues of conceptions of educational leadership in a First Nations setting: first, in what socio-cultural paradigm and epistemic framework, should the paper ground the view of relations among persons and between them and their environment, in a way that opens up spaces for prospects for action of those located outside a Euro-centric epistemic and ontological field; second, how could this paradigm assist us in formulating a conception of educational leadership that increases the leverage of First Nations education in constructing alternative sociocultural and educational worlds not grounded in the Eurocentric modernity?

Findings

For non-First Nation educators, power brokers, and policy makers who want to create alliances with First Nation people, this paper outlines the necessity to consider cross-cultural dialogue about conceptions of educational leadership as an “opportunity to challenge conventional assumptions about knowledge, power, and a sense of place” (Marker, 2006, p. 21).

Originality/value

The originality of this paper resides in its presentation of alternative conceptual horizons for educational leadership, horizons that acknowledge power inequities between mainstream societies and institutions on the one hand and First Nations peoples and their institutions on the other.

Details

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

Keywords

Article
Publication date: 1 January 1989

Patrick A. Duignan and R.J.S. Macpherson

An attempt is made to redefine educational leadership and to createa new “practical theory” of educative leadership which is ofrelevance to all concerned with the management of…

Abstract

An attempt is made to redefine educational leadership and to create a new “practical theory” of educative leadership which is of relevance to all concerned with the management of education. The approach, techniques and early outcomes of a research project in Australia designed in 1985 and mounted in 1986 to create the new “theory” are reported.

Details

International Journal of Educational Management, vol. 3 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 25 February 2014

Kate Thornton

The purpose of this paper is to explore the educational leadership capacity of mentors working with new teachers and to identify factors that support and hinder the development of…

3553

Abstract

Purpose

The purpose of this paper is to explore the educational leadership capacity of mentors working with new teachers and to identify factors that support and hinder the development of this leadership capacity.

Design/methodology/approach

The author conducted a qualitative case study of mentors with connections to the New Teacher Center in California. Data were collected through an online survey of mentors, focus group interviews with mentors, and interviews with programme leaders.

Findings

Mentors in the study view themselves as educational leaders and were able to identify enablers and barriers to the development of their leadership capacity. Enablers include: their selection and experience as mentors, mentor preparation and ongoing professional support, and the support and encouragement of skilled programme leaders and of some principals and districts. The main barrier to mentors having a positive impact is the culture of the schools and districts in which they work.

Research limitations/implications

Findings from this small-scale study of mentors with connections to the NTC cannot be transferred to other contexts, however, the factors supporting and hindering the development of educational leadership capacity may be of interest and relevance to other mentoring programmes.

Originality/value

There is a lack of empirical research that considers the benefits of mentoring for the mentors and in particular the educational leadership capacity that mentors develop in their roles.

Details

International Journal of Mentoring and Coaching in Education, vol. 3 no. 1
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 9 August 2013

Philip Hallinger and Darren Bryant

The purpose of this paper is to gain perspective on the extent to which the vision for knowledge production in East Asia set forth by Bajunid, Cheng, Hallinger, Walker, Dimmock…

2217

Abstract

Purpose

The purpose of this paper is to gain perspective on the extent to which the vision for knowledge production in East Asia set forth by Bajunid, Cheng, Hallinger, Walker, Dimmock and others almost 20 years ago has been fulfilled. The authors undertook an effort to map the terrain of knowledge production in educational leadership and management in East Asia since the year 2000. Their method of mapping this terrain involves the analysis of trends in publication of articles about and/or from East Asia in eight core educational leadership and management journals.

Design/methodology/approach

The authors’ methodology employed a descriptive, quantitative form of literature review. They identified a clearly delimited body of literature, comprised of all articles published about or from East Asia between 2000 and 2011 in eight core educational leadership and management journals. Then they employed a systematic search for information within that literature and analyzed trends across the studies. This allowed them to map the terrain of recent research on educational leadership and management within East Asia.

Findings

The volume of knowledge production from East Asia between 2000 and 2011 consisted of less than 6 per cent of total output in the relevant journals. Although there was a discernible increase in the annual rate of publication over the course of the 12‐year period, the authors treat the increase as relatively unimportant given the small volume. A substantial majority of the publications not only came from a few societies, but from a small number of universities. Citation analyses were highly consistent with all of the above trends, and reinforced a picture of limited impact.

Research limitations/implications

The authors’ study focused on a clearly delimited region, East Asia. Although they believe that the study may have implications for other regions of the developing world, they do not speculate on the extent of relevance. The authors intentionally limited their definition of the corpus of knowledge to a specific set of international refereed journals that are published in English. This ignores the potential contributions of conference papers, books, book chapters, research handbooks, domestic journals, and even other international journals in which educational leadership scholars publish.

Originality/value

To the authors’ knowledge, there have been no efforts undertaken to understand the nature of knowledge production in educational leadership and management in East Asia. When approaching this review in 2012, the authors were not under the illusion that the regional knowledge base would be either overly dense in terms of the concentration of studies within particular areas or broad in scope. However, future scholarship may be aided by this systematic assessment of the current knowledge base on educational leadership in the region.

Details

Journal of Educational Administration, vol. 51 no. 5
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 February 2003

Tanya Fitzgerald

The critique of western ethnocentric notions of leadership presented in this paper is informed by debates on issues such as gender and educational leadership that have produced…

3636

Abstract

The critique of western ethnocentric notions of leadership presented in this paper is informed by debates on issues such as gender and educational leadership that have produced meta‐narratives that explore and explain women and men's ways of leading. One of the troubling aspects of western leadership theories is the claim that the functions and features of leadership can be transported and legitimated across homogenous educational systems. Despite changes that have been made in definitions and descriptions of educational leadership to provide a focus on gender, there is the implicit assumption that while educational leadership might be practised differently according to gender, there is a failure to consider the values and practices of indigenous educational leaders. Thus, the construct of educational leadership needs to be more broadly theorised in order for knowledge of indigenous ways of leading to emerge.

Details

Journal of Educational Administration, vol. 41 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

1 – 10 of over 48000