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Book part
Publication date: 23 August 2021

Waheed Hammad and Aisha Salim Ali Al-Harthi

In a global context characterised by a growing recognition of the role that educational leaders play in ensuring school effectiveness and the consequent need to design…

Abstract

In a global context characterised by a growing recognition of the role that educational leaders play in ensuring school effectiveness and the consequent need to design effective leadership preparation programmes, many educational leadership preparation providers around the world have borrowed international standards and frameworks in order to guide their programmes and assure their quality. This trend has been on the rise as a response to globalisation pressures and a growing interest in acquiring international recognition through accreditation agencies. However, this raises important questions about the potential repercussion of using foreign, mainly Western, frameworks to develop or assess national leadership preparation provision. Evidence from relevant literature indicates that these frameworks, when applied to local contexts, need to take contextual factors into account. In this chapter, we engage with existing literature in relation to leadership preparation, internationalisation and professional standards to reflect on our experience of using international standards to develop the Masters in Educational Administration programme offered by Sultan Qaboos University (SQU) in Oman. We hope to contribute to existing internationalisation literature by providing a different perspective on educational administration and leadership preparation from a non-Western tradition, thereby expanding the understanding of meaningful leadership preparation in general.

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Internationalisation of Educational Administration and Leadership Curriculum
Type: Book
ISBN: 978-1-83909-865-9

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Article
Publication date: 5 May 2015

Martha McCarthy

The purpose of this legacy paper is to review leadership preparation over time in the United States and addresses challenges ahead. It is hoped that the US developments…

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1321

Abstract

Purpose

The purpose of this legacy paper is to review leadership preparation over time in the United States and addresses challenges ahead. It is hoped that the US developments will be instructive to an international audience interested in strengthening the preparation of school leaders.

Design/methodology/approach

The paper synthesizes research and commentary on leadership preparation programs in the US as a basis for identifying five challenges ahead.

Findings

Meaningful change should be informed by the past but not bound by tradition. It is imperative to be open to different viewpoints, to take reasonable – and at times bold – risks, and to question deeply held values and assumptions. Broad recognition of the significant role school leaders play in facilitating student learning suggests that the political climate is right to effect meaningful reforms in leadership preparation in the US. Those involved in preparing school leaders are urged to address the challenges identified in this paper.

Research limitations/implications

Encouraging work is underway, but many more people need to be involved in efforts to rigorously assess and improve leadership preparation.

Practical implications

We do not have all the answers but cannot be paralyzed by what we do not know. We are ethically responsible to act on what we do know, such as incorporating the compelling research on learning theory into the leadership preparation curriculum.

Originality/value

The traditional complacency in the educational leadership professoriate cannot continue if university preparation programs are to meet the needs of the next generation of school leaders. The time is short, and the stakes are high for all involved especially for PK-12 students.

Details

Journal of Educational Administration, vol. 53 no. 3
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 23 September 2013

Rebecca A. Thessin and Jennifer Clayton

The purpose of this study was to identify how current K-12 district and school leaders who are alumni of an educational administration program describe how they acquired…

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1234

Abstract

Purpose

The purpose of this study was to identify how current K-12 district and school leaders who are alumni of an educational administration program describe how they acquired the essential skills and experiences needed to be effective in the leadership positions.

Design/methodology/approach

For this qualitative study, the authors interviewed program alumni of one university leadership preparation program regarding the experiences and training they identified as having prepared them with the necessary skills, knowledge, and attitudes to be successful in their positions, as well as which components of their administrative internship experiences, if any, they identified as having most prepared them for their positions.

Findings

School and district administrators indicated they acquired the knowledge, skills, and attitudes necessary to become successful leaders through specific preparation experiences and opportunities. Key experiences cited by alumni included gaining some leadership responsibilities while they were teachers and further opportunities to lead in the administrative internship; engaging in practical, hands-on assignments in their graduate degree program courses; learning from other administrators with unique areas of work responsibilities, as well as from other schools and districts; and receiving guidance from a dedicated mentor.

Originality/value

The findings from this study contribute to research in the area of administrator preparation by guiding preparation programs in prioritizing the types of training and practicum experiences that aspiring K-12 educational leaders receive as a component of their preparation programs.

Details

Journal of Educational Administration, vol. 51 no. 6
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 25 January 2013

Rose Ylimaki and Stephen Jacobson

The aim of this paper is to utilize successful leadership practices drawn from seven nations to improve leadership preparation.

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4674

Abstract

Purpose

The aim of this paper is to utilize successful leadership practices drawn from seven nations to improve leadership preparation.

Design/methodology/approach

This study used a case study approach to gain a contextualized understanding of successful leadership across seven nations. Data sources primarily featured interviews with principals, teachers, staff members, parents, and students. Cases were analyzed within and then across nations with regards to organizational learning (OL), instructional leadership (IL), and culturally responsive practices (CRP).

Findings

The cross‐national analysis of successful leaders indicated emerging policy trends, demographic changes, similarities and differences among leaders, and recommendations for leadership preparation.

Originality/value

This paper draws from successful practices in OL, IL and CRP in seven nations to make recommendations for improving leadership preparation.

Details

Journal of Educational Administration, vol. 51 no. 1
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 13 September 2013

Jacob Easley and Pierre Tulowitzki

The purpose of this paper is to ascertain, describe, and compare the components of existing leadership preparation programs in the USA and other countries; and to…

Abstract

Purpose

The purpose of this paper is to ascertain, describe, and compare the components of existing leadership preparation programs in the USA and other countries; and to understand the policy‐based processes, challenges, and needs of support for program development for conceptualizing globally minded school leadership.

Design/methodology/approach

The purpose of this paper is to ascertain, describe, and compare the components of existing leadership preparation programs in the USA and other countries; and to understand the policy‐based processes, challenges, and needs of support for program development for conceptualizing globally minded school leadership.

Findings

Limited growth regarding globally minded school leader research and development can be accounted for. Furthermore the increasing internationalization of university programming to include expanded course offerings and greater opportunities of international exchanges that bring students face‐to‐face with perspectives different from those indigenous to their home cultures speaks directly to the need for a shift in leadership preparation to better address the impact of globalization and intercultural exchange on youth learning in schools.

Originality/value

An intercultural analysis of leadership preparation programs with a focus on globally minded leadership is a new endeavor. The findings can be used to inform the next generation of policy formation for twenty‐first century leadership preparation program development.

Details

International Journal of Educational Management, vol. 27 no. 7
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 19 March 2019

Yongmei Ni, Andrea K. Rorrer, Diana Pounder, Michelle Young and Susan Korach

Informed by learning transfer theory, the purpose of this paper is to validate the instrument measuring educational leadership preparation program (LPP) quality attributes…

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1493

Abstract

Purpose

Informed by learning transfer theory, the purpose of this paper is to validate the instrument measuring educational leadership preparation program (LPP) quality attributes and graduates’ leadership learning and to assess the direct and indirect relationships among them, as reported by program graduates.

Design/methodology/approach

This study uses data collected from the 2016 INSPIRE-G Survey, which gathers information from LPP graduates in the USA on their perceptions of program quality and leadership learning. Structural equation modeling was used to determine which program quality factors directly and indirectly influence graduate leadership learning.

Findings

The results suggest significant relationships between the assessed LPP attributes and leadership learning. Faculty quality and program rigor and relevance (PRR) had the strongest association with leadership learning, although the relationship between faculty quality and learning was fully mediated by PRR. Internship experiences and peer relationships were also important predictors of leadership learning. Studying with a cohort had a small but positive relationship with graduates’ leadership learning, although the relationship was fully mediated by perceived peer relationships.

Originality/value

This study further validates the INSPIRE-G Survey and affirms the imperative role of leadership preparation as a predictor to graduate reported learning outcomes and learning transfer. Moreover, this study illustrates the importance of leadership preparation by demonstrating positive relationships between program quality features and reported leadership learning outcomes. Finally, the INSPIRE-G instrument demonstrates its utility as a reliable measure of program quality, which opens the door to large-scale and longitudinal studies of the transfer of learning from leader preparation to practice.

Details

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

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Article
Publication date: 6 May 2014

Charles F. Webber, Kobus Mentz, Shelleyann Scott, Janet Mola Okoko and Donald Scott

– The International Study of Principal Preparation (ISPP) informs principal preparation in relation to change in schools. The paper aims to discuss this issue.

Abstract

Purpose

The International Study of Principal Preparation (ISPP) informs principal preparation in relation to change in schools. The paper aims to discuss this issue.

Design/methodology/approach

The three-stage ISPP study utilized a mixed-methodological approach. Data were gathered in Kenya, South Africa, and Alberta, Canada utilizing a survey instrument that contained items that focussed on: problematic leadership responsibilities, prior leadership development experiences, and perceived adequacy of leadership preparation experiences.

Findings

Leadership preparation in Kenya and South Africa was relatively unstructured, compared to structured university-based leadership preparation in Alberta. The assumption in Kenya and South Africa was that classroom teaching was adequate preparation, while Alberta respondents perceived teaching and leadership as discrete knowledge sets. Content of preparation experiences in Kenya and South Africa was mainly about teaching and learning, while in Alberta it was more about instructional leadership. Kenyan principals felt prepared for the principalship. Alberta principals stated that they were ill prepared to deal with day-to-day responsibilities. Senior South African principals felt they were not prepared for school improvement while younger principals felt they were adequately prepared.

Practical implications

Findings suggest that providers utilize cross-cultural partnerships that incorporate technology-mediated dialogue and action research. Cross-cultural learning should be considered co-learning. Preparation should include partnerships between western institutions and informal groups of principals in settings such as Kenya and South Africa. The study informs policymakers, researchers, and school leaders.

Originality/value

The cross-cultural comparisons in this paper inform understandings of the principalship in relation to organizational change in schools.

Details

Journal of Organizational Change Management, vol. 27 no. 3
Type: Research Article
ISSN: 0953-4814

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Article
Publication date: 13 April 2015

Gladys Asuga, Scott Eacott and Jill Scevak

The purpose of this paper is to evaluate the quality of the current provision for school leadership in Kenya, the extent to which they have an impact on student outcomes…

Abstract

Purpose

The purpose of this paper is to evaluate the quality of the current provision for school leadership in Kenya, the extent to which they have an impact on student outcomes and the return on school leadership preparation and development investment.

Design/methodology/approach

The paper draws from educational leadership, management and administration courses delivered by universities and other institutions to aspiring and practising educational leaders in Kenya. It employs a method for evaluating return on leadership development investment first articulated by Eacott (2013).

Findings

While there is growth in provision, consistent with international trends, this provision is more recognised for its standardisation than points of distinction; there is minimal attention to identified dimensions of leadership leading to higher student outcomes which raises questions regarding the universality of school leadership preparation and development curriculum; and the high course costs of current provision is an inhibiting factor in assessing the return on investment in school leadership preparation and development.

Research limitations/implications

The study was limited to publicly available documents from a limited sample of institutions. There is a need for more studies in the area.

Practical implications

Institutions seeking to offer school leadership development have grounds on which to make decision about what programs their school leaders should undertake in terms of cost and quality. The study provides institution offering school leadership development courses evidence on which to base future policy direction.

Social implications

The findings provide a case for investing in school leadership development given the impact courses may have on student outcomes.

Originality/value

The paper provides a comprehensive overview of the current provision on school leadership preparation and development in Kenya. It contributes to its understanding in Africa in terms of quality, performance impact and return on investment.

Details

International Journal of Educational Management, vol. 29 no. 3
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 8 January 2019

Rachel Roegman and Sarah Woulfin

The purpose of this paper is to reconceptualize the theory-practice gap in educational leadership, not as a deficit, but as a necessity for legitimacy within institutional…

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1115

Abstract

Purpose

The purpose of this paper is to reconceptualize the theory-practice gap in educational leadership, not as a deficit, but as a necessity for legitimacy within institutional contexts.

Design/methodology/approach

This paper draws on institutional theory to reframe the theory-practice gap, which is often seen as a deficit of leaders or preparation programs.

Findings

Three vignettes illustrate how aspiring and current educational leaders engage with theory and practice within specific contexts and in relation to specific aspects of leadership. Importantly, the vignettes show that when school leaders decouple theory from practice, they may be doing so to function as legitimate providers of K-12 educational leadership.

Research limitations/implications

The theory-practice gap, while often perceived as something negative, can have certain benefits within particular contexts. Scholars interested in the interconnections of theory and practice would benefit from considering why and how school leaders engage theory and practice.

Practical implications

Implications for leadership preparation programs highlight developing more complex views of the challenges that leaders face in tightly coupling theory and practice. To support future and current leaders, leadership preparation programs need to ensure that their students understand their institutional contexts and the reasons that leaders may decouple theory from action in various ways.

Originality/value

Instead of viewing the theory/practice gap as a deficit, this paper argues for a new way to consider why school leaders and leadership candidates may engage with theory and practice in different ways.

Details

Journal of Educational Administration, vol. 57 no. 1
Type: Research Article
ISSN: 0957-8234

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Book part
Publication date: 7 August 2012

Barbara L. Pazey, Heather A. Cole and Shernaz B. Garcia

This chapter offers an integrated framework for the design of educational leadership preparation programs that situate disability in the vision of social justice leadership

Abstract

This chapter offers an integrated framework for the design of educational leadership preparation programs that situate disability in the vision of social justice leadership (SJL) and equity for all students. We examine the extent to which current standards for building-level administrators inform their ability to implement programs for students with disabilities. Utilizing Theoharis’ (2007) definition of social justice leadership (SJL), we propose a broader framework for SJL that accounts for students with disabilities and present four key components upon which the broader framework of SJL rests. We align the updated standards for building-level leaders with the professional standards for special education administrators and describe how the skill sets for special education leaders complement and inform the design of leadership preparation programs to support candidates’ ability to create, sustain, and implement programs that meet the needs of all children. Finally, we argue for an integrated framework of professional standards that provides a more comprehensive set of skills necessary for meeting the needs of each and every student in the school, and we provide recommendations for leadership preparation programs to achieve this integration.

Details

Global Leadership for Social Justice: Taking it from the Field to Practice
Type: Book
ISBN: 978-1-78052-279-1

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