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The purpose of the study is an in-depth exploration of the processes through which a leader develops their leader identity in strength, meaning and integration, with resulting enrichment outcomes.

Using multi-domain leader identity theory, this study provides an in-depth exploration of the processes through which a leader develops their leader identity. Set in a healthcare context, 26 participants took part in an 18-month multi-domain leadership development program.

Findings indicate a typology of leader identities, capturing the dynamic nature of leader identity based on combinations of strength and meaning. Our research also suggests that as the leader develops, their leader identity can change from a differentiated identity as a leader to a more integrated leader identity, with resulting enrichment outcomes.

The results suggested value in inherently multi-domain focus using event-based reflection and, as such, are useful in leader identity development programs. We recommend future research generalize to other settings and a larger population.

By taking a multi-domain approach to leader identity development, the leader has the opportunity to learn and develop in a more holistic way. They are encouraged to reflect on and learn from leadership experiences throughout their entire lives, adding breadth and depth that are often overlooked in development programs.

Developing leaders who understand who they are and are capable of critical self-reflection and learning is a fundamental requirement for the positive advancement of society.

The value of the study lies in the first longitudinal, work-based empirical study taking an explicitly multi-domain approach to leader identity development.

This paper applies concepts from organizational theory as well as physics to elucidate the role of time in the US education system’s efforts to recuperate from the pandemic. This paper contributes to an important body of work focusing on implementation of reform efforts in education that use time in innovative ways.

The COVID-19 pandemic disrupted time in educational organizations and, thus, for educators and students. Time has been a vital tool for educational reform, yet many applications of organizational theory and literature on educational change neglect to underscore its importance. The authors explore resources, guidelines and practices related to time employed to recuperate from pandemic-related disruptions to schooling.

The authors discuss three cases in which time has been utilized to recover from the COVID-19 pandemic: (1) accelerated learning; (2) extended time; and (3) redeveloped professional learning. For each case, the authors demonstrate how time has been conceptualized and how leaders are stretching the space-time of schooling to provide resources and learning opportunities to students and educators.

This article describes how district and school leaders can draw on their agency to reshape time-use in educational organizations.

This article advances an innovative framework demonstrating the importance of time in educational change. The authors also portray innovative models that provide time for students to receive an array of responsive, equity-centered, academic and SEL opportunities and for educators to collaborate, continuing their own development amid the ever-shifting Covid-context.

What does special education mean for general education teachers of students with disabilities? In this chapter, we share our approach to advancing values in the classroom placement of special education students in the general education setting. We will take the reader on a journey through time with “Jessie,” a special education student, as we examine the historical exclusion of students with disabilities to their inclusion in general education schools, environments and finally, general education classrooms. In doing so, we will examine the evolution of the general education teacher's role and how the historical perspective impacts current practices. Then, we will elucidate the benefits of inclusion, not only for the special education student but for the nondisabled peers as well. We will recommend values that should be maintained and practices that should be examined. This chapter will conclude with a connection between the values and recommendations of best practices for inclusive instruction.

The birth of a non-racial and democratic South Africa in 1994 created great anticipation that society and education operating under the Apartheid government would be transformed. Education policies and education guidelines based on the South African Constitution now acknowledge the rights of all students from diverse backgrounds and abilities to access quality regular education. Against the background of Goal 4 of the United Nations Sustainable Development Goals, this chapter analyses initial and more recent policies and implementation guidelines to develop an equitable inclusive education system to identify barriers to inclusive education and possible levers for change.

The principles of a fair, equitable, and quality education are embodied in both federal legislation in the United States and the United Nations 2030 Agenda for Sustainable Development, Goal 4 (SDG 4). However, inclusive education has remained fairly static since passage of SDG 4 in 2015. In this chapter, we posit that the primary levers influencing the inclusion of students with disabilities in general education content and classrooms is a result of the policies governing special education, in addition to the stigmatization of disability. Furthermore, how intersectional identities serve to segregate students with disabilities from their peers is explored.

This chapter discusses the current state of inclusive education in Azerbaijan and builds connections to the realization of Sustainable Development Goal 4 (SDG4). It focuses on Azerbaijan's progress toward SDG4 targets, such as early childhood development, general education, and pedagogical higher education. In this article, the history of inclusive education in Azerbaijan is described, relevant education policies are reviewed, definitions of inclusiveness and inclusive education are provided, compared with international standards, and the main challenges are pointed out. Moreover, the chapter discusses the challenges of the reform process and inclusive education during pandemics and war crises.

This paper features a narrative case study of a leadership team engaged in an effort to transform both culture and instructional practice at an urban charter school. The paper describes the team's effort to align their decision-making with two frameworks selected to anchor the school's institutional change process: restorative justice and deeper learning. Interweaving rich case data with analysis, the paper explores the dilemmas that emerged as leaders struggled to “walk the talk” of these two frameworks, using this to theorize about the synergies between them and to explore the broader leadership challenges involved in transforming schools from authoritarian to humanizing institutions.

The researcher employed an ethnographic approach with the goal of generating a thickly-textured single case study. Data-gathering activities included more than 400 h of participant-observation, in-depth interviewing and artifact collection, conducted over the course of a ten-month academic year. Data analysis was iterative and included frequent member checks with participants.

The paper finds that restorative justice and deeper learning have powerful epistemological connections that school leaders can harness in order to ensure a coherent approach to change processes. The paper also illuminates several of the core dilemmas that school leaders should anticipate facing when embracing these two frameworks: the dilemma of responding to feedback, the dilemma of power-sharing and the dilemma of balancing expectations with support.

The case study approach employed in this paper allows for rich understandings of specific phenomena while also providing a platform for exploring the general qualities that these phenomena might illustrate. This approach does not allow for statistical generalizability.

The paper suggests that it is imperative for school leaders to explore what it means to lead in ways that are coherent with their vision for change, e.g. to cultivate symmetry. Moreover, the paper demonstrates that the value of such explorations lies in the process of grappling with the tensions that arise when humanizing frameworks are implemented within systems that uphold traditional power hierarchies. Additionally, the paper affirms the value of de-siloing the transformation of school culture from the transformation of instructional practice.

This paper offers an unusually textured account of the messy and uncertain processes that constitute the work of school change. This paper also draws together two educational paradigms which are rarely brought into conversation with each other despite their epistemological synergy.

Against the backdrop of a competitive hiring market and historically high rates of quitting, the current research examines a factor that could support talent retention in organizations: employees’ feelings of connectedness to their top executives. The authors examined the relationship between workers’ feelings of executive connectedness and job attitudes relative to other antecedents and its predictive power for quitting over and above manager and team connectedness.

In Study 1, the authors measured the relative predictive power of executive connectedness, along with 14 other antecedents, for the outcome of job attitudes in ten samples totaling over 70,000 observations, including two longitudinal samples. In Study 2, the authors used path analysis to test the relationship between executive connectedness and actual quitting, controlling for workers’ feelings of connectedness to their manager and teammates, in two (related) longitudinal samples.

Executive connectedness was robustly related to concurrent and future job attitudes, and it outranked manager variables in all samples. Executive connectedness predicted quitting, even when controlling for manager and team connectedness; this effect was mediated by job attitudes in one of two samples.

Executive connectedness could be an underutilized resource for understanding and possibly improving employee attitudes and retention. Executives should not delegate all responsibility for employee attitudes and retention to managers.

This research is to the authors' knowledge the first to systematically test the unique predictive validity of employees’ feelings of connectedness to executives for important outcomes. The results suggest that executive connectedness may be an important factor in employees’ workplace experience.