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Article
Publication date: 17 September 2021

Cristina Moral Santaella

The purpose of this article is to present the results obtained from the investigations that have been carried out within the International Successful School Principalship…

Abstract

Purpose

The purpose of this article is to present the results obtained from the investigations that have been carried out within the International Successful School Principalship Project (ISSPP) project in the Spanish for social justice.

Design/methodology/approach

Twelve case studies have been carried out within the three lines of research proposed by ISSPP: successful principals, underperforming principals and principal leadership identity. All but one school were in challenging contexts. The methodological approach followed is based on multiple perspective case studies using a mixture of qualitative methods (interviews, focus groups and observations).

Findings

Results show that successful principals not only believe in social justice through simple empathy with the concept of social justice, but also use strategies that combine transformational and instructional leadership processes and manage to reverse the bad situation of their disadvantaged schools, seeking excellence from equity. The leadership identity of successful principals is characterized to look to the future with hope, adopting a realistic utopian attitude to interpret their surrounding reality.

Originality/value

From the case studies carried out, valuable information is obtained, which helps to understand the possibilities of implementing the ISSPP successful school leadership model in heterogeneous and disadvantaged context for equity and social justice.

Details

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

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Article
Publication date: 29 July 2021

Mariandri Kazi

The paper discusses the influence of instructional leadership on effective teacher teaching practices and learning outcomes. In particular, the paper examines one of the…

Abstract

Purpose

The paper discusses the influence of instructional leadership on effective teacher teaching practices and learning outcomes. In particular, the paper examines one of the instructional leadership practices, namely teaching evaluation, and seeks to investigate the influence on the effective teacher practices and on the achievement of 6th grade primary school students studying mathematics in the Cyprus educational system.

Design/methodology/approach

A quantitative research approach was deemed appropriate and employed for the purpose of the research subject, and in particular for the type of questions studied. Data were collected from 81 principals, 139 6th grade teachers and 1,553 students in the Cyprus educational system. In addition, data analysis was performed using structural equation models (SEM).

Findings

The instructional leadership approach assumes that principal evaluations influence high learning outcomes. Findings demonstrated that the principal evaluation has a positive and statistically significant impact on effective teaching practices and student achievement.

Originality/value

It is important to acknowledge that in the Cyprus educational leadership field the corellation among the instructional leadership, the effective teaching practices of teachers and the students achievements were not examined through the above parameters. Furthermore, the survey provided important insights into the principals, teachers, pupils and, more generally, on Cyprus's educational policy.

Details

International Journal of Educational Management, vol. 35 no. 6
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 2 August 2021

Haim Shaked

Instructional leadership is a major part of the responsibility of principals who achieve promising results in school improvement. This paper aims to explore the inhibiting…

Abstract

Purpose

Instructional leadership is a major part of the responsibility of principals who achieve promising results in school improvement. This paper aims to explore the inhibiting factors for instituting instructional leadership in elementary schools located in rural areas in Israel.

Design/methodology/approach

The participants of this qualitative study were a diverse sample of 64 rural school principals. Data were collected through semi-structured interviews. Data analysis proceeded in a three-stage process that involved condensing, coding and categorizing.

Findings

This study revealed that rural principals refrain from practicing instructional leadership because of two specific inhibiting factors: relationships within the community, which make it difficult for them to implement a school leadership policy that includes monitoring and control and characteristics of parents, who disagree with the instructional leadership's emphasis on learning and achievement.

Originality/value

The findings of this reinforce argument that propose context as an under-used theoretical lens for understanding differences in principals' practices across different contexts.

Details

International Journal of Educational Management, vol. 35 no. 7
Type: Research Article
ISSN: 0951-354X

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Book part
Publication date: 28 June 2016

Paul Hanselman, Jeffrey Grigg, Sarah K. Bruch and Adam Gamoran

Staff turnover may have important consequences for the development of collective social resources based on trust, shared norms, and support among school professionals. We…

Abstract

Staff turnover may have important consequences for the development of collective social resources based on trust, shared norms, and support among school professionals. We outline the theoretical role-specific consequences of principal and teacher turnover for features of principal leadership and teacher community, and we test these ideas in repeated teacher survey data from a sample of 73 Los Angeles elementary schools. We find evidence that principal turnover fundamentally disrupts but does not systematically decrease relational qualities of principal leadership; negative changes for initially high social resource schools offset positive changes for initially low social resource schools, suggesting that relational instability “resets” the resources that develop in the relationships between leadership and teachers. Greater consistency in measures of teacher community in the face of teacher turnover implies that the social resources inhering in the relationships among teachers are more robust to instability.

Details

Family Environments, School Resources, and Educational Outcomes
Type: Book
ISBN: 978-1-78441-627-0

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Article
Publication date: 11 May 2021

George Shava and Jan Heystek

The purpose of this study was to examine the integration of instructional and transformational leadership models of leadership in sustaining quality teaching and learning…

Abstract

Purpose

The purpose of this study was to examine the integration of instructional and transformational leadership models of leadership in sustaining quality teaching and learning in schools. The study sought to establish how principals integrate instructional and transformational leadership in enhancing learner performance.

Design/methodology/approach

The study employed qualitative methods of collecting and analysing data. The principal sources of data were six face-to-face semi-structured interview questions with school principals from selected schools in rural South Africa. Qualitative evidence was collected from six principals selected through purposive sampling. The selection of participants was based on the criteria that there was evidence of employing instructional and transformational leadership.

Findings

Findings from the study provided evidence that instructional and transformational leadership approaches were used to change under performing schools. There was evidence of individualised consideration and principals supporting teachers through providing rewards and motivation. It was established that principals build a school culture that promotes successful academic improvement. The study showed that the integration of instructional and transformational models of leadership leads to a climate that promotes a culture of teaching and learning.

Research limitations/implications

The study covered six schools in South Africa. Findings from the study have implications that principals are cornerstones to achieving quality teaching and learning in schools.

Practical implications

The study was conducted in schools that were seen to adopt instructional and transformational leadership. This study is among the most important studies that were conducted in South Africa on the role of leadership in enhancing a culture of teaching and learning.

Social implications

The study has critical implications for policy making and influences on school leadership in general and the adoption of strategies, policies and models that can improve teaching and learning. The study highlights the importance of integrating leadership models.

Originality/value

This is an original study conducted in South Africa and data was conducted through face-to-face interviews to seek for opinions from participants in their original settings.

Details

International Journal of Educational Management, vol. 35 no. 5
Type: Research Article
ISSN: 0951-354X

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Book part
Publication date: 7 December 2009

Jan M. Westrick and Shirley J. Miske

Dramatic economic, political, and societal changes at local, national, and global levels, along with commitments to achieve Education for All (EFA) and Millennium…

Abstract

Dramatic economic, political, and societal changes at local, national, and global levels, along with commitments to achieve Education for All (EFA) and Millennium Development Goals (UNESCO, 2000), are prompting national education leaders around the world to restructure and reenvision their education systems (OECD, 2008; Olson, 2008). Decentralization is one of the key structural changes governments are using to promote greater efficiency and to increase local participation in education related to decision making, finances, and accountability in schools. As the Ministry of Education (MOE) of the Sultanate of Oman makes the shift to a decentralized structure, it recognizes that its school administrators require new leadership skills in order to make the necessary changes. Implementing decentralization requires a shift in principals' work and thus their professional identity. “By building the leadership capacity of principals as leaders at the school level, (Oman's) MOE officials hope to strengthen the principals' ability to implement school reforms for the 21st century” (Seward International, Inc., 2008, p. 6).

Details

Educational Leadership: Global Contexts and International Comparisons
Type: Book
ISBN: 978-1-84950-645-8

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Book part
Publication date: 29 October 2012

Tierney Temple Fairchild

As states and districts increasingly focus on school leadership training programs, one less discussed yet vital component is the support mechanisms that can accelerate…

Abstract

As states and districts increasingly focus on school leadership training programs, one less discussed yet vital component is the support mechanisms that can accelerate school leadership performance. This chapter highlights the unique school coaching model developed by NYC Leadership Academy (Leadership Academy), a national organization focused on improving student outcomes through effective leadership practice. Using a standards-based, facilitative approach to coaching early-career leaders in high-need schools, the Leadership Academy has developed a rigorous process for training and developing a cadre of coaches to provide intensive coaching support to school leaders that focuses on strengthening their leadership performance. The chapter discusses the methods and results of the Leadership Academy’s coaching model for the 139 principals leading high-need schools as part of the U.S. Department of Education’s School Leadership Program (SLP) and offers insights into school leadership coaching as a distinct professional practice in education.

Details

Successful School Leadership Preparation and Development
Type: Book
ISBN: 978-1-78052-322-4

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Article
Publication date: 16 May 2020

Jenny Johnston and Bradley Shipway

This paper reports on research into Australian school principals' leadership. It explores an emerging construct – that of ‘readiness to lead’ – and showcases the…

Abstract

Purpose

This paper reports on research into Australian school principals' leadership. It explores an emerging construct – that of ‘readiness to lead’ – and showcases the development of a tentative tool for determining school principals' readiness to lead.

Design/methodology/approach

Seven principals from Australian and International Schools were interviewed about their leadership strategies, intentions and expectations for impending school reform. Qualitative analyses using grounded theory and an interpretivist constructivist paradigm were applied.

Findings

The construct of ‘readiness to lead’ emerged during initial analysis and a tool was developed from a compilation of literature on leadership. Findings revealed that five principals were well-aligned with the strategies, intentions and expectations the research literature indicates are characteristic of good leadership. These principals could be regarded as ‘ready to lead’ their schools in significant school reform. An unexpected finding was that the concepts of ‘hope’ and ‘trust’ also played a significant role in leadership. ‘Hope’ appeared important as a major strategy for the less-well aligned principals, whereas mutual ‘trust’ appeared to be evident in the principals with stronger leadership readiness.

Research limitations/implications

The tool warrants peer review and validation; data revealed an emerging construct and review is welcomed. The authors are continuing to research and investigate in this field, and invite further academic dialogue.

Originality/value

The study has explored the fecundity of the tool for analysis, and evaluated the principals' preparedness to lead reform. Having a tool to determine whether and to what degree school principals are ready to lead would be advantageous for the profession.

Details

International Journal of Educational Management, vol. 34 no. 8
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 25 May 2020

Sedat Gümüş and Mehmet Şükrü Bellibaş

There is an extensive body of contemporary educational literature concerning teachers' professional development (PD), but little attention has been paid to the PD of…

Abstract

Purpose

There is an extensive body of contemporary educational literature concerning teachers' professional development (PD), but little attention has been paid to the PD of principals, despite their vital role in improving student learning outcomes. The available literature on principals' PD deals with content and quality while mostly ignoring whether and how PD activities have an impact on leadership practices. In our study, we wanted to examine the extent to which principals perform learning-centred leadership practices and whether and how their practices are influenced by the PD programmes they have engaged in during the past twelve months.

Design/methodology/approach

A total of 130 Turkish principals participated in the study. Using the SEM model, we examined the direct and indirect links between principals' PD and their self-perceived learning-centred leadership practices, with self-efficacy as the mediating variable.

Findings

We found a positive, statistically significant yet weak relationship between principals' PD and their leadership practices, with self-efficacy playing a considerable mediating role.

Originality/value

We argue that traditional types of PD activities can contribute to the leadership practices of principals, at least in countries where school principals are not adequately prepared for principalship positions. We suggest that such activities can contribute by providing newly appointed school principals with certain basic knowledge regarding effective leadership that many principals in developing countries are missing due to the lack of pre-service training. These activities can also strengthen principals' belief in their ability to overcome school problems and improve student learning. This, in turn, could motivate them to focus more on learning-centred leadership practices.

Details

International Journal of Educational Management, vol. 34 no. 7
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 10 April 2017

Hui-Ling Wendy Pan, Fong-Yee Nyeu and Shu-Huei Cheng

The purpose of this paper is to discuss how principals in Taiwan lead student and teacher learning at a time of leadership and learning paradigm shifts and the imminent…

Abstract

Purpose

The purpose of this paper is to discuss how principals in Taiwan lead student and teacher learning at a time of leadership and learning paradigm shifts and the imminent implementation of the curriculum guideline for 12-year basic education.

Design/methodology/approach

This study interviewed 32 elementary and junior high school principals purposively sampled based on reputation and recommendation from senior principals and government officials.

Findings

As a society which values credentialism, principals in Taiwan face challenges in executing the vision of educating student as a whole person. The authors discuss how principals are solidifying whole person education as the espoused value, how they are enforcing school-based curriculum and effective instruction, and encouraging teacher professional learning. Principals are sharing power by recruiting stakeholders’ participation in guiding school development and enacting distributed leadership, while also building relationship as social capital and soliciting support from the community to establish the conditions to improve teaching and learning.

Research limitations/implications

This paper highlights how principal practices are evolving in a time of changing conception of learning from academic achievement to multiple competencies and the shifting paradigm of power from participatory decision making to distributed leadership. This paper ends with a discussion on how leadership for learning (LfL) as a community engagement has emerged.

Practical implications

With the shifting of the concept and paradigm of learning, principals in a high power distance society like Taiwan are now facing opportunities as well as challenges to lead teachers to engaging students in inquiry and collaboration.

Originality/value

This paper highlights the indigenous practices of principal LfL in a high-performing East Asian education system in a time of changing notions of learning and leadership.

Details

Journal of Educational Administration, vol. 55 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

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