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Article
Publication date: 20 July 2020

Haim Shaked

Perceptual inhibitors to instructional leadership are based on disagreements with the premises of instructional leadership. This study explored how the paradoxical…

Abstract

Purpose

Perceptual inhibitors to instructional leadership are based on disagreements with the premises of instructional leadership. This study explored how the paradoxical approach, which advocates “both/and” approach to conflicting demands, may moderate the influence of the perceptual inhibitors of instructional leadership.

Design/methodology/approach

The current study is qualitative in nature. Study participants were 30 Israeli school principals, representing the larger body of Israeli principals in terms of sex, age, years of experience, education and school level. Data were collected through semi-structured interviews. Data analysis included a two-step theory-driven coding process.

Findings

This study found that the paradoxical approach allowed school principals to hold conflicting perspectives on instructional leadership simultaneously. Thus, it has reduced the effect of the perceptual inhibitors of instructional leadership, as it permitted principals to delay the decision between the expectation to fulfill the role of instructional leader and their disagreements with it.

Originality/value

Despite prolonged pressures, school principals demonstrate limited involvement in instructional leadership, in part because of perceptual inhibitors. The findings of this study can be used in dealing with these inhibitors.

Details

International Journal of Educational Management, vol. 34 no. 10
Type: Research Article
ISSN: 0951-354X

Keywords

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Article
Publication date: 29 July 2020

Pascale Benoliel, Haim Shaked, Nehama Nadav and Chen Schechter

Relying on information processing and attribution theories, which relate to the formation of leadership perceptions and attributes, the current study seeks to examine the…

Abstract

Purpose

Relying on information processing and attribution theories, which relate to the formation of leadership perceptions and attributes, the current study seeks to examine the relationship between demographic variables and principals' systems thinking (PST) in an integrated model. The present study purpose was threefold: first, the study seeks to examine whether attributions middle leaders make about PST may show substantial and systematic variance in a management team. Second, the study seeks to investigate the influence of principal–middle leaders’ relational demography variables (gender, education and tenure) (dis)similarity on middle leaders’ PST attribute. Finally, the study seeks to explore the moderating role of duration of principal- principal–middle leader acquaintance in the relationship of demographic (dis)similarity to PST.

Design/methodology/approach

Data were collected from 305 dyads (middle leaders and their principals) from 101 schools. MANOVA analysis and hierarchical regression analyses were used to test the hypothesis.

Findings

Findings showed that it is both appropriate and important to examine group-level effects when studying PST effects. Also, PST levels were higher in gender-similar relationships than in gender-dissimilar ones. Finally, duration of acquaintance was found to moderate the relationship between principal–middle leaders’ gender (dis)similarity and PST appraisal.

Originality/value

Focusing on principal–middle leader relationships, which are explicitly relational, with a consideration for level relationships may potentially highlight the need to consider multiple levels of analysis in order to understand how PST attribution occurs. This focus can help us to capture the core of PST social dynamics among the dyad, as well as highlighting the distinction, if any, between in-groups and out-groups. Acknowledging that school faculty are motivated by their interpersonal relationships with their principals and how such relationships are contingent upon demography (dis)similarity and the duration of acquaintance between dyads may help to broaden the understanding regarding potential antecedents of middle leaders' PST attribution and its implication for school organizations.

Details

Journal of Educational Administration, vol. 59 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

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Article
Publication date: 20 August 2019

Haim Shaked

School principals should see themselves as social justice leaders, who have the ability to allow all students to succeed, regardless of their characteristics and…

Abstract

Purpose

School principals should see themselves as social justice leaders, who have the ability to allow all students to succeed, regardless of their characteristics and backgrounds. At the same time, school principals are also called upon to demonstrate instructional leadership, which emphasizes the teaching and learning aspects of school principalship. The purpose of this paper is to examine the relations between these two roles of today’s school principals.

Design/methodology/approach

To investigate the relations between social justice leadership and instructional leadership, this paper adds the question of the goal of schooling to the mix. After identifying possible goals of schooling, the paper conceptualizes social justice leadership and instructional leadership, respectively, while also examining their relations with schools’ major goals. Possible commonalities and contradictions between social justice leadership and instructional leadership are discussed.

Findings

The prevalent expectation that school leaders should give top priority to ongoing improvement of teaching quality and academic outcomes may be seen as reducing school leaders’ involvement in some aspects of social justice leadership, such as nurturing students’ active citizenship.

Research limitations/implications

This paper opens new research avenues. Based on the findings of this paper, the connection between principals’ perceptions regarding the goals of schooling and their leadership behaviors should be explored.

Practical implications

It seems advisable to discuss the interplay between social justice leadership and instructional leadership with prospective and current principals, as well as with other school stakeholders.

Originality/value

Insofar as the relations between social justice leadership and instructional leadership have not been explored so far, this paper narrows a gap in the available knowledge.

Details

International Journal of Educational Management, vol. 34 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

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Article
Publication date: 28 January 2021

Haim Shaked and Chen Schechter

Abstract

Details

Journal of Educational Administration, vol. 59 no. 1
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 11 March 2019

Pascale Benoliel, Haim Shaked, Nechama Nadav and Chen Schechter

Today’s educational complexities require principals to adopt a more systemic perspective toward school management. Although research has emphasized the benefits associated…

Abstract

Purpose

Today’s educational complexities require principals to adopt a more systemic perspective toward school management. Although research has emphasized the benefits associated with the holistic perspective of systems thinking, research in the educational field has been limited. The purpose of this paper is to investigate the mediating role of principals’ systems thinking (PST) in the relationships between instructional leadership (IL) and subject coordinators’ organizational commitment and job satisfaction.

Design/methodology/approach

Data were collected by surveying a sample of 226 subject coordinators from different elementary schools randomly chosen in Israel. Subject coordinators completed questionnaires on their PST competencies, their principals’ IL, job satisfaction and organizational commitment. Structural equation modeling was used to test the research hypotheses.

Findings

The results confirmed the main hypotheses: PST did facilitate subject coordinators’ organizational commitment and job satisfaction. Findings also showed that PST mediated the relationship between IL and subject coordinators’ organizational commitment and job satisfaction.

Originality/value

By integrating research from both educational and non-educational literature, this study contributes to deepen our understanding regarding the antecedents and consequences of the PST as perceived by their subject coordinators, providing a broader leadership framework on their functions in today’s complex school systems.

Details

Journal of Educational Administration, vol. 57 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

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Article
Publication date: 2 May 2017

Chen Schechter and Haim Shaked

Turning an education reform program into school reality greatly depends on the principal. In certain cases, principals choose to implement reform instructions only…

Abstract

Purpose

Turning an education reform program into school reality greatly depends on the principal. In certain cases, principals choose to implement reform instructions only partially. The purpose of this paper is to explore school principals’ considerations leading to their decisions not to fulfill a national reform’s guidelines in a full and complete way.

Design/methodology/approach

This qualitative study is based on interviews with 59 school principals. Generating themes was an inductive process, grounded in the various perspectives articulated by principals.

Findings

Data analysis yielded three major considerations: adjusting to school reality; caring for teachers; and using discretion.

Research limitations/implications

Longitudinal studies in order to explore how principals’ considerations and mediation strategies evolve and unfold throughout the reform implementation would be useful. The authors suggest complementing principals’ verbally expressed perceptions with more objective measures such as direct observations (recorded on video and then reflected upon), to evaluate their considerations and mediating strategies.

Practical implications

Providing prospective and in-service principals with leadership education programs in order to develop an upgraded understanding of their role as mediating agents between the inner and outer spheres of school-life.

Originality/value

As principals serve as mid-level policymakers who leave their “fingerprints” on policies received from the authorities, exploring these considerations may contribute to both the scholarship and the practice of the leadership role in times of education reforms.

Details

Journal of Educational Administration, vol. 55 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

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Article
Publication date: 11 January 2016

Haim Shaked

Many countries throughout the world provide all children with free education. However, sometimes there are user charges in publically funded schools worldwide. The purpose…

Abstract

Purpose

Many countries throughout the world provide all children with free education. However, sometimes there are user charges in publically funded schools worldwide. The purpose of this paper is to explore parental participation fees in school expenses in Israel, depicting the current situation and analyzing its implications.

Design/methodology/approach

Public documents from Israel were explored, such as guidelines of the CEO of the Ministry of education, laws, court rulings, publications of the Central Bureau of Statistics, reports of State Comptroller and reports of various committees. Document analysis was a three-stage process – condensing, coding and categorizing. The analysis was based on interpretation of the documents collected, attempting to detect explicit and implicit meanings concerning the topic at hand.

Findings

Findings show that the Israeli policy in regard to parental payments has three main characteristics: first, high basic payments; second, payments for learning activities; and third, insufficient enforcement.

Practical implications

According to the findings of this study, it would be advisable to re-examine the Israeli policy in regard to school charges that parents are required to pay.

Originality/value

There is not much research to be found on the subject of parental participation fees in school expenses. The findings of this study expand the limited knowledge existing on this topic.

Details

International Journal of Educational Management, vol. 30 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

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Article
Publication date: 26 August 2014

Haim Shaked and Chen Schechter

The purpose of this paper is to explore how effective school principals use systems thinking, aiming to present the systems school leadership (SSL) approach – an approach…

Abstract

Purpose

The purpose of this paper is to explore how effective school principals use systems thinking, aiming to present the systems school leadership (SSL) approach – an approach where principals lead schools through the systems thinking concept and procedures.

Design/methodology/approach

Participants were 28 Israeli school principals, selected as outstanding leaders by recommendations from their superintendents and according to their schools’ achievements. The study employed semi-structured interviews as well as focus groups. Generating themes was an inductive process, grounded in the various perspectives articulated by participants.

Findings

Data analysis generated four main characteristics of SSL: leading wholes; adopting a multidimensional view; influencing indirectly; and evaluating significance.

Research limitations/implications

Further research that will explore to what extent and how often principals use systems thinking is required. In addition, replication in various educational contexts is important in order to substantiate the validity of the SSL's characteristics. Beyond principals’ perceptions, more objective measures like direct observations are needed to evaluate actual implementation of SSL in diverse school settings.

Practical implications

Identifying the SSL characteristics facilitates the development of practical processes for nurturing SSL in various stages of school leaders’ educational career.

Originality/value

This paper provides a useful conceptual and empirical framework to evaluate SSL as a managerial approach.

Details

Journal of Educational Administration, vol. 52 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

Abstract

Details

Journal of Educational Administration, vol. 59 no. 1
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 March 1983

Judith B. Quinlan, David Pilachowski, Larayne J. Dallas, Carol J. Veitch, Ray Gerke and Bessie Carrington

“What above all marks out a reference book from other works is the way it is arranged: it must be deliberately designed for ease of consultation rather than for continuous…

Abstract

“What above all marks out a reference book from other works is the way it is arranged: it must be deliberately designed for ease of consultation rather than for continuous reading.” “Ease of consultation,” an essential component for reference books, as stated by Gavin Higgens in his book Printed Reference Material, is a criterion that reference librarians often consider as they use reference books to answer questions. Reference book publishers have long used various special features designed to speed access to information in these sources. Thumb indexes for dictionaries come to mind immediately when one thinks of this type of special feature. Some publishers include printed index tabs listing sections or subject categories, as in The National Directory of Addresses and Telephone Numbers, where the tabs are on a separate sheet of paper to be attached to the appropriate pages by the librarian. Margin or edge indexes in the Washington Information Directory or in the Government Reports Announcements & Index provide quick identification of sections to turn to, and are easy to use for both patrons and librarians. Color can also be used as a device to distinguish different sections of a reference tool. Literary Market Place and Magazine Industry Market Place, for example, use yellow pages to separate the main body from the quick reference directory of names and telephone numbers. Of course, these devices are not substitutions for indexes or tables of contents, but are helpful to librarians and users who want to be more self‐sufficient. The editor of this column would like reference book publishers to consider including more of these devices in their publications. Readers are invited to write to this editor with other examples of special features which promote “ease of consultation” of reference serials.

Details

Reference Services Review, vol. 11 no. 3
Type: Research Article
ISSN: 0090-7324

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