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1 – 10 of over 74000Jessica Rigby, Emily Donaldson Walsh, Shelley Boten, Allison Deno, M. Scott Harrison, Rodrick Merrell, Sarah Pritchett and Scott Seaman
Research on principal supervisors (PSs) is an emerging field, and principal supervision for racial equity has not yet been studied or theorized. Conducted in partnership with…
Abstract
Purpose
Research on principal supervisors (PSs) is an emerging field, and principal supervision for racial equity has not yet been studied or theorized. Conducted in partnership with practicing district leaders, the purpose of this paper is to examine current PS leadership in three districts at various points of engagement in equitable leadership practices and set forth a framework for conceptualizing systems equitable leadership practice.
Design/methodology/approach
This collaborative study emerged from an EdD course project in which groups of practitioner–scholars identified and collected qualitative interview, survey and artifact data about problems of practice in their districts. University researchers supported data collection and conducted analyses across settings, building on Ishimaru and Galloway’s (2014) equitable leadership practices framework.
Findings
Equitable PS leadership practices were variable. No district engaged with “proficiency” across all drivers of equitable leadership practice, but the district that engaged in equitable PS practices most deeply framed the work of schooling as a race-explicit endeavor, suggesting that framing is a fundamental driver.
Research limitations/implications
This paper builds on PS and equity-focused leadership research by adding a systems-level equity focus.
Practical implications
Findings suggest that districts should focus on equity framing as the foundation for principal support and development.
Originality/value
This researcher/practitioner–scholar collaboration shows how practitioner–scholars provide focus and expertise to the field unavailable to traditional researchers.
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The purpose of this paper is to integrate leadership into the job demands-resources (JD-R) model. Based on self-determination theory, it was argued that engaging leaders who…
Abstract
Purpose
The purpose of this paper is to integrate leadership into the job demands-resources (JD-R) model. Based on self-determination theory, it was argued that engaging leaders who inspire, strengthen, and connect their followers would reduce employee’s levels of burnout and increase their levels of work engagement.
Design/methodology/approach
An online survey was conducted among a representative sample of the Dutch workforce (n=1,213) and the research model was tested using structural equation modeling.
Findings
It appeared that leadership only had an indirect effect on burnout and engagement – via job demands and job resources – but not a direct effect. Moreover, leadership also had a direct relationship with organizational outcomes such as employability, performance, and commitment.
Research limitations/implications
The study used a cross-sectional design and all variables were based on self-reports. Hence, results should be replicated in a longitudinal study and using more objective measures (e.g. for work performance).
Practical implications
Since engaged leaders, who inspire, strengthen, and connect their followers, provide a work context in which employees thrive, organizations are well advised to promote engaging leadership.
Social implications
Leadership seems to be a crucial factor which has an indirect impact – via job demands and job resources – on employee well-being.
Originality/value
The study demonstrates that engaging leadership can be integrated into the JD-R framework.
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Louise B. Kringelum, Lucia Mortensen and Jens Holmgren
This chapter explores how industrial PhD students are engaged in authentic leadership processes while coping with challenges through self-leadership. The authors illustrate how…
Abstract
This chapter explores how industrial PhD students are engaged in authentic leadership processes while coping with challenges through self-leadership. The authors illustrate how self-leadership can be a helpful approach to managing the leading-and-being-led dilemma. They argue that self-leadership is a process of goal achievement in collaboration with key stakeholders and, therefore, an important aspect of authentic leadership. The authors identify four aspects of self-leadership that influence authenticity: roles, resources, relations and results. Kringelum, Mortensen and Holmgren call for research into the emergence of self-leadership and authentic leadership, the leadership capabilities required and the double-sidedness and dilemmas inherent in such emergences across different contexts.
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Wesley L. C. Henry, Bryan A. VanGronigen and Meredith L. Wronowski
This study investigated a teacher leadership program created by a partnership between a large US urban district, their teachers’ union and a university. We were part of an…
Abstract
Purpose
This study investigated a teacher leadership program created by a partnership between a large US urban district, their teachers’ union and a university. We were part of an action-research partnership that examined the program’s implementation.
Design/methodology/approach
We employed a hermeneutic phenomenology methodology and mixed-method data collection methods and analysis strategies to understand the experiences of program participants. Data included interviews with program participants, union leaders and district administrators along with an analysis of projects that participants created during the program.
Findings
Teacher leadership programs were legitimized through diverse stakeholder collaboration, and involvement of a university partner was viewed as a value-add for teachers. Formalized teacher leadership programs professionalize teachers through expanding professional networks, developing leadership skills and lifting teachers’ voices. When teacher leader work is directed towards school improvement, teachers’ unique perspectives yield varied problems of practice and goals in ways that help schools address these problems.
Practical implications
This study has implications for districts seeking to create teacher leadership opportunities and for districts and universities seeking to partner for in-service professional learning opportunities.
Originality/value
This study underscores the role effective district-union-university partnerships can play in fostering pipelines for teacher leader development, which can better position school improvement efforts to be sustained over time.
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Mita Mehta, Harsha Sarvaiya and Arti Chandani
The purpose of this paper was to examine how community engagement can be influenced by responsible leadership during crises. It looks at the phenomenon of community engagement and…
Abstract
Purpose
The purpose of this paper was to examine how community engagement can be influenced by responsible leadership during crises. It looks at the phenomenon of community engagement and responsible leadership in India during the Covid-19 pandemic, using the collective responses of community.
Design/methodology/approach
This paper uses netnography, which studies community interpretations through their online social communication. The perceptions on how engaged the Indian community felt during the pandemic were studied by collecting and analysing their postings on social media.
Findings
The findings suggest that responsible leadership – through the building of trust, open communication, collective consciousness and mindful action – is an effective way to positively engage stakeholders and influence community response during a pandemic.
Originality/value
This paper contributes to the literature of responsible leadership and community engagement during crises. It is an attempt to link public leadership with responsible leadership and its impact on community engagement in a novel way, filling a void in the literature.
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Paige Haber-Curran and Daniel Tillapaugh
This qualitative study examines student learning about leadership across three sections of a capstone course in an undergraduate leadership minor. Qualitative methods were…
Abstract
This qualitative study examines student learning about leadership across three sections of a capstone course in an undergraduate leadership minor. Qualitative methods were informed by exploratory case study analysis and phenomenology. Student-centered and inquiry-focused pedagogical approaches, including case-in-point, action inquiry, and problem-based learning, informed classroom teaching and the classroom environment. Engaged in pedagogy steeped in a balance of challenge and support, students gained an increased sense of self, clarity of purpose and vocation, and integration of their leadership practices in and out of the classroom. Students’ understandings of the concept of leadership were also broadened; they recognized the importance of diverse perspectives and roles, began to understand leadership as systemic and interdependent, and emphasized relationship building. Findings suggest three prominent experiences as contributing to students’ learning – reflection, feedback, and engaging in the group process. Implications for leadership education are discussed and areas for future research are identified.
The purpose of this paper is to understand what the principal and principal supervisor each bring and contribute to their collaborative work that is consequential for the…
Abstract
Purpose
The purpose of this paper is to understand what the principal and principal supervisor each bring and contribute to their collaborative work that is consequential for the principal’s learning and development as an instructional leader.
Design/methodology/approach
Multiple case study methodology is used to gather data from 12 principal supervisor/principal partnerships over a 16 month period in one Mid-Atlantic school district. Data sources included interviews, observational data and documents provided by participants in the study.
Findings
In productive principal supervisor/principal partnerships, findings demonstrated that the principal supervisor and the principal each brought specific antecedent characteristics to their partnership and each made contributions to the development of a productive partnership during their collaborative work. When these partnership qualities were present, principal supervisors and principals engaged in joint work, leading to robust changes in principals’ instructional leadership practice.
Research limitations/implications
This study examined the work of principals and principal supervisors in one large Mid-Atlantic school district.
Practical implications
Findings from this study have implications for districts’ assignments of principal supervisors, principal supervisor/principal selection and professional development of principal supervisors. Further, districts should create the conditions for principal supervisors and principals to establish learning-focused professional partnerships in three stages, culminating in the engagement of joint work for improvement to facilitate principals’ changes in instructional leadership practice.
Originality/value
Findings from this study illustrate the value of establishing a learning-focused partnership between principal supervisors and principals in three stages to facilitate robust stages in principals’ instructional leadership practice. A new conceptual framework displays the stages of partnership development that occur in productive principal/principal supervisor partnerships.
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Wendy Rowe, Wanda Krause, Gary Hayes, Lisa Corak, Robert Sean Wilcox, Robert Vargas, Fabricio Varela, Fabricio Cordova, Shina Boparai and Gesow Azam
Recognizing the need to build global-minded citizens, higher education institutions are increasingly trying to find ways to leverage their international programs to develop…
Abstract
Recognizing the need to build global-minded citizens, higher education institutions are increasingly trying to find ways to leverage their international programs to develop students’ intercultural competence. The MA in global leadership at Royal Roads University, Canada, created an international partnership in Ecuador that serves to go beyond the traditional student study abroad or service learning focus and instead focuses on developing competencies of global mindedness and strategic relationships. In this chapter, we present an analysis of how an international student group engaged in building dynamic partnerships within a Global South country to create change for sustainable development initiatives of mutual concern. Through a case example, we describe how these partnerships evolved and adapted in ways that enhanced the learning needs of the students while simultaneously supporting the development of new educational opportunities for Ecuadorians. To illustrate, this chapter delineates the activities that members of the program undertook to connect and develop a mutuality of relationship across diverse stakeholders in Ecuador. The authors analyze this network-building process from the perspective of cultural context, building trust and influence, and responding to social development needs of host communities.
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Katherine E. McKee, Haley Traini, Jennifer Smist and David Michael Rosch
Our goals were to explore the pedagogies applied by instructors that supported Black, Indigenous and People of Color (BIPOC) student learning in a leadership course and the…
Abstract
Purpose
Our goals were to explore the pedagogies applied by instructors that supported Black, Indigenous and People of Color (BIPOC) student learning in a leadership course and the leadership behaviors BIPOC students identified as being applicable after the course.
Design/methodology/approach
Through survey research and qualitative data analysis, three prominent themes emerged.
Findings
High-quality, purposeful pedagogy created opportunities for students to learn. Second, a supportive, interactive community engaged students with the instructor, each other and the course material to support participation in learning. As a result, students reported experiencing big shifts, new growth and increased confidence during their leadership courses.
Originality/value
We discuss our findings and offer specific recommendations for leadership educators to better support BIPOC students in their leadership courses and classrooms and for further research with BIPOC students.
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Cristina de Mello e Souza Wildermuth and Patrick David Pauken
The purpose of this two‐part article is to introduce engagement and review key research on engagement‐related factors.
Abstract
Purpose
The purpose of this two‐part article is to introduce engagement and review key research on engagement‐related factors.
Design/methodology/approach
The author conducted a literature search on employee engagement and pilot interviews with ten professionals.
Findings
Environment, leadership, job, and individual factors are connected to employee engagement. Environmental engagement factors include congruency between organizational and individual values, the quality of the workplace relationships, and work‐life balance. Leadership engagement factors include vision and integrity. Job engagement factors include the meaningfulness of the job, itsw level of challenge, and the amount of control the employee has on the job. Finally, individual factors related to engagement include resilience, locus of control, active coping style, self‐esteem, neuroticism, and extraversion. The author suggests that the connections (or the match) between organizational, leadership, job, and individual characteristics is particularly relevant for engagement.
Research limitations/implications
The article includes a preliminary investigation of engagement. Further research is needed connecting environmental, leadership, job, and individual engagement factors, and confieming the importance of the “match” for engagement.
Practical implications
The implications are that leaders should be educated on engagement, that career development opportunities are particularly important, that performance improvement professional should champion work‐life balance, and that initiatives enhancing workplace relationships are likely useful to increase engagement.
Originality/value
This paper connects research on various engagement factors, making it easier for performance improvement professional to gain an introductory yet holistic view of the topic.
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