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This paper aims to explore the influence of a principal’s leadership in kicking off knowledge management (KM) implementation and the following KM processes in the school. The author tries to propose a model of knowledge leadership for principals to adopt at the beginning of KM journey and during the process of KM implementation. The paper shares the lessons learned during the process of implementation: what he has done and what should be improved. Thus, this paper can provide a model for school principals to implement KM in their schools. This paper also sheds light for KM researchers about the issue of leadership during KM implementation.

The study uses an action research (AR) to explore how the principal’s leadership can enhance KM implementation in a school environment and evaluates the effectiveness of the knowledge leadership framework for KM implementation in a school setting. An insider AR methodology was adopted to study and reflect on the processes of KM implementation and lessons learned. Multiple data sources, including observations, questionnaires and interviews, have been collected for evaluation.

In this study, the principal kicked off KM in the school. It was found that KM “cannot” be implemented without the principal’s effective knowledge leadership. If there was only little KM leadership, such as the leadership in Stage 1, the launching of KM was found to be difficult. After awareness of the need of strengthening leadership in Stage 2, the principal exercised stronger leadership in pushing the KM process further, and the school had more obvious KM outcomes. Therefore, this study proves that leadership is essential for KM implementation, especially at the beginning of the KM processes. The principal acted as the knowledge leader with the roles of the knowledge vision builder, knowledge enabler builder and knowledge role model. The roles of knowledge leadership are found to be potent and critical for the process of KM implementation to facilitate sharing information/knowledge and nurturing a sharing culture and trust. In this study, the principal kicked off KM in the school. It was found that KM “cannot” be implemented without the principal’s effective knowledge leadership. If there was only little KM leadership, such as the leadership in Stage 1, launching KM was found to be difficult. After awareness of the need of strengthening leadership in Stage 2, the principal exercised stronger leadership in pushing the KM process further, and the school had more obvious KM outcomes. Therefore, this study proves that leadership is essential for KM implementation, especially at the beginning of the KM processes. The principal acted as the knowledge leader with the roles of knowledge vision builder, knowledge enabler builder and knowledge role model. The roles of knowledge leadership are found to be potent and critical for the process of KM implementation to facilitate sharing information/knowledge and nurturing a sharing culture and trust.

Although the results of the study conducted in one school may not be generalized to other school contexts, the lessons learned in the study might be a reference to other schools for their future development. Because of his unique position as the principal in the researched school, the researcher adopted an insider approach generating value for investigation of KM implementation in this study, as there were multiple mediating processes through which leaders could influence school functioning, and, hence, knowledge sharing or other issues in KM implementation.

This study could contribute toward KM implementation in the public sector, especially in schools. Moreover, the approaches, the strategies, the processes and the challenges the principal and the school faced can shed light on practice and research for further KM implementation. In addition, although leadership has been commonly regarded as an important factor in KM implementation, few studies have explored the impact of leadership during the KM process. With the principal’s leadership as the main component, this study is important for an analysis of the role of leadership during the process. The framework of knowledge leadership adopted in this study has been tried and evaluated to be applicable and necessary for KM implementation in a school environment.

Most people might think that KM can be applied only in the commercial sector. This study shows that KM can also be adopted in schools and in other sectors. Moreover, it shows that the principal’s leadership was the key driver for KM implementation. The principal’s leadership with clear direction and thoughtful procedures of implementing may be a showcase for the leaders in other sectors.

Fullan (2002) mentions the essence of KM in schools, the importance of principals’ leadership in the promotion of KM in schools, the moral purpose and knowledge sharing and leadership and sustainability, but he does not provide any practical suggestion for how principals can become knowledge leaders. Therefore, this paper hopes to further propose a model to show how to help a principal transform into a knowledge leader to overcome barriers and difficulties in kicking off KM at the beginning of their KM journey and during the process of KM implementation.

The purpose of this paper is to explore the impact of a shadowing/mentoring component of a post-graduate programme designed to prepare deputy and assistant principals for the principalship.

The research design is a qualitative evaluation of the shadowing/mentoring component of a principal preparation programme. The experiences of 13 individual aspiring principals who had taken part in the programme were explored using semi-structured interviews.

The shadowing/mentoring component of this programme allowed the aspiring principals to gain an understanding of the complexity of a principal’s role by shadowing and being mentored by experienced principals in a range of New Zealand schools. In addition to providing them with a network of effective principals, the experience led the aspiring principals to reflect on their leadership development.

The study drew on a small sample of 27 students enroled in the programme, 13 of whom were included in the data collection process.

This study presents the views of aspiring principals who valued the opportunity to relate theory to practice as part of a post-graduate programme.

This paper describes a grounded theory that emerged from a study of Hong Kong Protestant secondary school principals’ values and their impact on principals’ perceptions and management of problems. This substantive theory is labelled the “value‐based congruence theory”. It implies first, that values influence how Hong Kong principals perceive and manage problems in their schools. Second, that particular principal's value orientations correspond with their behaviour in terms of their perceptions, problem‐solving strategies and the outcomes experienced. Principals’ value orientations fall along the following five value dimensions: the relationship, reform, empowerment, client‐focus and rationality dimensions. These correlations result in five principal types – the pacifists, the progressive mentors, the philosopher mentors, the pragmatists and the eclectics. However, other factors, namely, personal and organizational characteristics as well as the value properties of clarity, commitment, consistency, versatility, breadth and focus, are found to moderate the linkages between principals’ values and their concomitant responses.

In empirical research and practitioner guides, turnaround processes tend to be described in terms of discrete stages and strategies. Though necessary, this characterization belies the twists and turns of turnaround leadership. The purpose of this paper is to expand the assumptions of how turnaround proceeds in linear chronos time with the sensibilities of kairos time or the “right” time for turnaround leadership moves.

This study is an exploratory qualitative multi-case study with principals and their key supports (assistant principals, district leaders, teacher leaders) in four public turnaround schools. The grounded theory analysis conceptualizes the experiences of turnaround principals in flexible, complex ways.

The findings begin with a metaphor and definition of “shifting gears” at chronos and kairos times that emphasizes how turnaround principals make adaptive, agentic adjustments when moving forward through changing terrain. The second half of findings describes each principal’s experiences and reflections on their discernment of the right times for change within a chronological trajectory of turnaround. In addition, the leaders described shifting gears as strategic and responsive to contexts, sometimes taking a psychological toll.

Expanding notions of time in turnaround re-centers turnaround leaders as engaging in intellectually and emotionally demanding work. Such recognition challenges future research to address experiences and emotions in dynamic contexts. Hence, with this study, preparation programs and state and local systems may adjust holistic supports and leadership pipelines to sustain turnaround leaders.

The study examines how teachers and school administrative staff perceive external and internal barriers to the implementation of technologies into the teaching process and how teachers and school administrative staff technology readiness is related to these perceptions. These data were used for discussion and construction of an explanatory model.

The data from 8,188 Russian respondents who took the survey just before the first massive lockdown announcement due to coronavirus disease 2019 (COVID 19) was used. First, descriptive statistics were shown for two groups: teachers and administrative staff. Second, confirmatory factor analysis was applied to construct external and internal barriers scales. These scales were then used as dependent in a series of regressions with the technology readiness index (TRI) and the respondent role in schools as independent variables.

Results showed that administrative staff compared to teachers were more likely to select internal barriers related to teachers, while teachers were more likely to choose external obstacles. The technology optimism scale was negative, and negative attitudes toward technologies were positively related to both barriers.

The originality of the study lies in determining the relationship between the technology readiness and choosing barriers perception as well as comparing the sense of responsibility for the introduction of technologies in schools experienced by teachers and administrators.

The implementation of the policy of devolution in the government school system of Victoria, Australia, has significantly enhanced the opportunities for teachers to become involved in the decision making of schools. This article reports on a study designed to investigate the factors associated with involvement. Analysis of the data found teacher involvement in the decision making of schools to be associated with: gender; seniority and organizational responsibility; age and teaching experience; affiliation with the teachers association; the influence of the principal; the individual's sense of personal, political and professional efficacy; the individual's confidence and trust in the organization and its administration; the conflicting demands, anxiety and pressure of time; and the perceived effects of participation on curriculum and teaching practice.

When assistant principals experience positive mentoring and professional development, they can obtain valuable knowledge and leadership skills from these learning opportunities. To better understand the formal and informal mechanisms assistant principals use to expand their knowledge and skills, the purpose of this paper is to examine important advice mentors provided for them and the professional learning activities that prepare them for their school leadership roles.

Semi-structured interviews with 69 elementary, middle, and high school assistant principals were conducted. Questions focused on the advice mentors have provided and significant learning experiences that have aided in their growth as school leaders.

Results reveal that assistant principals greatly appreciate insights from mentors about how to enhance decision-making skills, improve people and communication skills, reflect on their personal qualities and capabilities, and clarify their values and beliefs. Their preferred means for professional growth is to work with former and current administrators they trust and respect.

This study goes beyond examining the structural and procedural aspects of mentoring by describing highly valued advice provided by mentors affecting assistant principals’ professional development and growth. For mentoring to be effective, this study suggests that mentors should provide opportunities for assistant principals to develop their decision-making, people, and communication skills as well to clarify their personal capabilities, values, and beliefs.

The central job thrust for principals has been redirected in recent years from school maintenance to instructional leadership. School districts have responded to the job expectations of the 1980's by directing the principal's leadership to managing instruction. Simultaneously the research community has studied effective schools to learn what principals and teachers do that influences student achievement gains. Numerous studies have now verified that the principal indeed is a key factor in the school's attempt to alter achievement norms. In the article, we shall first synthesize the results of effective schooling characteristics that have been identified by numerous researchers. Second, we shall discuss the development of a diagnostic instrument used to assess the training needs of principals in relation to instructional leadership tasks: school planning, staff and program development, and evaluation. Finally, the results of a recent study assessing principals' perceptions of their training needs will be reported.

Addresses the persistent tension that exists between centralized, as opposed to decentralized (devolved), structures of school governance. Examines the claims made in the literature for the positive benefits of devolution and conversely for its negative outcomes, and proposes some more realistic expectations. Focuses on the relationship between devolution and improved teaching and learning. Contributes to future research by providing a detailed analysis of the meaning of devolution and proposes a preliminary research paradigm with a special focus on the variables likely to have a direct effect on student learning outcomes. Calls for a co‐ordinated international programme of research into the effects of devolution under the leadership of the Commonwealth Council of Educational Administration

The issue of Education for Sustainable Development (ESD) has been on the rise in recent years, with concerns being raised by various stakeholders about its potential effects on education and the environment. However, little research has been done into school leaders' fundamental challenges in addressing ESD.

A qualitative, single-case study was embarked on to examine the experiences of Malaysian school leaders who actively engaged ESD in their schools. The data were collected by using semi-structured interviews among four school leaders in schools involved in Johor Sustainable Education Action Plan (JSEAP). A thematic analysis was used to understand the challenges and later drive the strategy used to overcome those challenges.

This preliminary study revealed that the principals perceived the ESD's four main challenges: encouraging positive thinking and passion, acquiring ESD knowledge, developing system thinking, and curriculum adaptation. Based on this study's findings, school leaders need to make concerted efforts to overcome these challenges, such as finding best practices, encompassing support systems, and exploring innovative partnerships to address ESD effectively in their schools.

This paper is limited to a case analysis of the selected schools and cannot be generalized to a larger population.

The results of the study may be of interest to other school leaders and educators who are concerned about ESD and its role in their schools, as well as to other academics who are interested in the topic of ESD and the challenges faced by school leaders in implementing sustainable practices.

To the authors' knowledge, this is the first study investigating ESD challenges in the Malaysian context. The novel finding helps the readers understand the recent phenomena of ESD implementation better and, at the same time, compare it to other settings.