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Open Access
Article
Publication date: 24 May 2024

Kimberly Bohannon, Vincent Connelly, Stephen Bigaj and Laura M. Wasielewski

The purpose of this research study was to examine school leaders’ critical perspectives about the nature of their partnerships with K-12 schools and two Educator Preparation…

Abstract

Purpose

The purpose of this research study was to examine school leaders’ critical perspectives about the nature of their partnerships with K-12 schools and two Educator Preparation Programs (EPP).

Design/methodology/approach

Data were collected through interviews with K-12 school leaders to obtain partners’ critical perspectives about school–EPP partnerships. The interviews were coded thematically and oriented around the central concept of working to represent the interplay of the participants and their collaborators’ perceptions of the nature and dimensions of school–EPP partnerships.

Findings

The analysis resulted in the construction of a mosaic of school leaders’ collective lived experiences using a statewide conceptual framework as a guide. Four themes emerged from our interviews with school partners: (a) the need for dynamic, responsive and synergistic partnerships; (b) the need to monitor and maintain the underlying structure and integrity of the partnership; (c) the culture of interns as colleagues or as visitors; and (d) the need to innovate.

Originality/value

Four themes emerged from our interviews with school partners: (1) the need for dynamic, responsive and synergistic partnerships; (2) the need to monitor and maintain the underlying structure and integrity of partnerships; (3) the culture of interns as colleagues or interns as visitors; and (4) the need to innovate.

Details

School-University Partnerships, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1935-7125

Keywords

Open Access
Article
Publication date: 21 May 2024

Arielle K. Lentz, Alexus G. Ramirez, Amanda Pickett, Annastasia B. Purinton and Elizabeth N. Farley-Ripple

Many researchers partner with schools but may be unfamiliar with practices for initiating contact and sustaining relationships with school leaders. Partnering with schools

Abstract

Purpose

Many researchers partner with schools but may be unfamiliar with practices for initiating contact and sustaining relationships with school leaders. Partnering with schools requires significant effort from the researcher to nurture communication and trust. This can pose challenges for researchers who are new to the field, have relocated to a new university or need to rebuild relationships due to transitions in school staffing.

Design/methodology/approach

In this mixed-methods study, we interviewed and surveyed school and district leaders in Delaware to learn how researchers can best communicate and form relationships with schools and districts.

Findings

We found no singular best method exists to initiate contact with schools and districts. Rather, researchers should consider the unique needs of the local context. Leaders’ decision to participate in research was most influenced by their own interest in the research topic, alignment with schools’ needs and researchers’ willingness to build a relationship with the local education agency.

Originality/value

Despite broad acknowledgment about the importance of school–university partnerships, few studies directly engage educators in discussing their goals, preferences and needs when working with researchers. We sought to formalize an understanding of best practices researchers can consider when initiating contact and building relationships with schools, directly from the perspective of school and district leaders. Developing these understandings from practitioners ensures the information authentically represents the perspectives of those who researchers seek to connect with, rather than assumptions of the researcher.

Details

School-University Partnerships, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1935-7125

Keywords

Open Access
Article
Publication date: 25 August 2022

Beverly J. Irby, Roya Pashmforoosh, Fuhui Tong, Rafael Lara-Alecio, Matthew J. Etchells, Linda Rodriguez, Christopher Prickett and Yingying Zhao

This study was conducted in the United States of America to identify what practices virtual mentor-coaches perceived to be effective in virtual mentoring and coaching (VMC) within…

2856

Abstract

Purpose

This study was conducted in the United States of America to identify what practices virtual mentor-coaches perceived to be effective in virtual mentoring and coaching (VMC) within virtual professional learning communities (VPLCs). The authors also sought to determine the ways in which virtual mentor-coaches provided VMC for school leaders within VPLCs.

Design/methodology/approach

The authors used a phenomenological approach in our research, describing the lived experiences of practicing virtual mentor-coaches as they engaged in VMC. Data analysis included video analysis and systematic coding of interview data.

Findings

An in-depth analysis of interview and video data showed that virtual mentor-coaches support school leaders in developing and transforming school leaders' leadership for building teachers' instructional capacity. The authors identified a VMC process model within VPLCs, including four steps as follows: (1) presentation, (2) collaboration, (3) reflection and (4) action plan.

Practical implications

VMC for school leaders participating in VPLCs is regarded as a transformative model which provides encouragement, reflection and support for instructional leadership actions.

Originality/value

Key steps and components of an effective VMC highlighted in the current research offer practical guidance for future virtual mentor-coaches in conducting and implementing VMC within VPLCs.

Open Access
Article
Publication date: 29 September 2022

Sara Willermark and Anna Sigridur Islind

This study aims to explore virtual leadership work within educational settings in the light of social disruption. In 2020, a global pandemic changed the way we work. For school

2309

Abstract

Purpose

This study aims to explore virtual leadership work within educational settings in the light of social disruption. In 2020, a global pandemic changed the way we work. For school leaders, that involved running a virtual school overnight. Although there is a stream of research that explores leadership in solely virtual communities, there is a gap in the literature regarding practices that transition from analog to virtual practices and the changes in leadership in those types of work practices.

Design/methodology/approach

The data gathering method constitutes a questionnaire to explore school leaders’ experiences of virtual work and virtual leadership in light of social disruption. One hundred and five Swedish school leaders answered the questionnaire covering both fixed and open questions.

Findings

The results show that school leaders’ general experiences of transition to virtual school have worked relatively well. We show how the work changes and shift the focus in the virtual workplace.

Originality/value

The author’s contributions include theorizing about leadership affordances in virtual schools and providing implications for practice. The authors summarize our main contribution in five affordances that characterize virtual leadership, including a focus on core activities, trust-based government, 1:1 communication with staff, structure and clarity and active outreach activities. The results could be interesting for understanding the radical digitalization of leadership in the digital workplace.

Details

Journal of Workplace Learning, vol. 35 no. 9
Type: Research Article
ISSN: 1366-5626

Keywords

Open Access
Article
Publication date: 29 April 2024

Niamh Hickey, Aishling Flaherty and Patricia Mannix McNamara

There is currently a shortage of applications for the role of principal. There are a range of factors contributing to this, one of which may be the considerable levels of stress…

1296

Abstract

Purpose

There is currently a shortage of applications for the role of principal. There are a range of factors contributing to this, one of which may be the considerable levels of stress and burnout reported by principals and deputy principals. Distributed leadership may offer some solutions to this challenge. This study aimed to explore the lived experiences of distributed leadership from a role sustainability perspective of school principals and deputy principals.

Design/methodology/approach

This paper follows a qualitative interpretivist approach based upon 15 semi-structured interviews with principals and deputy principals working in Irish post-primary schools. Data were analysed via thematic analysis.

Findings

Results indicate challenges to the sustainability of the role of senior school leaders comprising administrative overload, policy proliferation and challenges due to the complexity and breadth of the role of these school leaders. It was reported that engagement with distributed leadership could aid the sustainability of participants in their roles and the importance of focusing on well-being practices was also highlighted.

Practical implications

Recommendations include the need to reconsider policy proliferation and the need to reconceptualise school leadership. Further consideration regarding how distributed leadership can aid the sustainability of the role of senior school leaders, without adversely contributing to the already busy role of schoolteachers is also recommended.

Originality/value

The findings of this study are valuable as they reflect previous findings relating to the current challenges to sustainable school leadership as well as highlight distributed leadership as a potential aid to mitigate against these challenges.

Details

Journal of Educational Administration, vol. 62 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Open Access
Article
Publication date: 6 March 2023

Venesser Fernandes, Winnie Wong and Michael Noonan

During the COVID-19 crisis in Victoria, Australia the complexity of school leadership increased greatly for school principals. This study focused on the lived experiences of early…

4521

Abstract

Purpose

During the COVID-19 crisis in Victoria, Australia the complexity of school leadership increased greatly for school principals. This study focused on the lived experiences of early career principals in the independent school sector from March to November 2020 in Victoria, Australia. It investigates transformative work that was undertaken by these leaders in leading their schools over a protracted crisis.

Design/methodology/approach

The study builds on constructs of crisis leadership, adaptive leadership, agile leadership and emotional intelligence, exploring the leadership approaches undertaken by twenty-two early career principals in Victoria, Australia. Using a narrative inquiry approach, across three temporal points in 2020, storied productions drawn from the findings present four emergent types of emotionally intelligent leadership approaches undertaken by these principals. These leadership approaches are presented as the commander-leader, the conductor-leader, the gardener-leader and the engineer-leader with each approach demonstrating both organisational leadership approaches as well as individual leadership styles used by these principals as they led their schools.

Findings

The findings have direct implications for professional development programs focusing on aspiring principals and early career principals with emphasis on the importance of developing emotionally intelligent skillsets in principals for use during periods of rapid change or high crisis in schools. The findings present insight into the support useful for early career principals in the first five years of principalship.

Originality/value

This study uses a unique emotional intelligence approach to understand school leadership during and after a crisis.

Details

International Journal of Educational Management, vol. 37 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Open Access
Article
Publication date: 15 April 2016

Les Stein

In the world of public school education everything depends on good leadership. Sadly, many of our schools administrators can't differentiate the difference between leading and…

Abstract

In the world of public school education everything depends on good leadership. Sadly, many of our schools administrators can't differentiate the difference between leading and managing; far too many of them don't know the first thing about fundamental leadership principles. In short, they don't understand the fundamentals of Mission Oriented Leadership, the need for top-down leadership, or the critical differences between leadership and management. A cursory review of the selection process for school administrators, and the graduate level curriculums for those who seek a degree in school administration, clearly supports the contention that policymakers and educators are under the misconception that anyone can be taught or trained to be an effective school leader. Nothing could be further from the truth.

Details

Journal of Leadership Education, vol. 15 no. 2
Type: Research Article
ISSN: 1552-9045

Open Access
Article
Publication date: 9 November 2018

Jeremy D. Visone

The purpose of this paper is to examine the effectiveness of a teacher leadership academy (TLA) organized through a school district/university partnership in a small, US Suburban…

2918

Abstract

Purpose

The purpose of this paper is to examine the effectiveness of a teacher leadership academy (TLA) organized through a school district/university partnership in a small, US Suburban School District in increasing teachers’ participation in leadership activities.

Design/methodology/approach

TLA participants (n=11) were surveyed using the Teacher Leadership Activities Scale, and their results were compared to a control group of teachers in the district who were not participating in the TLA (n=12). Interviews and open-ended response items provided qualitative data to examine how the TLA contributed to teachers’ growth as leaders.

Findings

Results indicated that teachers in the TLA did increase participation in teacher leadership activities. Qualitative data revealed themes of many espoused benefits from TLA participation, including increased interactions with administrators, improved understanding of the obstacles associated with implementing changes, and expanded leadership capacity.

Research limitations/implications

Conditions that both enhanced and detracted from teacher leaders’ growth were identified and outlined, including formal leaders’ participation in TLA activities, material support for projects, and a supportive atmosphere (enhancers) and administrative roadblocks and the inability to remediate capacity issues for teacher leaders (detractors).

Originality/value

The conditions outlined above will assist those interested in creating TLAs in doing so with purpose and increased chance for buy in and success.

Details

Journal of Research in Innovative Teaching & Learning, vol. 11 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 15 August 2015

Jeff Quin, Aaron Deris, Greg Bischoff and James T. Johnson

The purpose of this study was to determine the leadership practices needed to improve academic achievement and generate positive change in school organizations. The study was also…

Abstract

The purpose of this study was to determine the leadership practices needed to improve academic achievement and generate positive change in school organizations. The study was also conducted to provide insight to principal preparation programs and school districts about effective transformational leadership practices. A quantitative research method was used to achieve the survey study. Ninety-two teachers completed the Leadership Practices Inventory developed by Kouzes and Posner. Data was analyzed with the use of descriptive statistics and t- tests. The findings of the study indicate that (a) principals in high performing schools employ all leadership practices more frequently than principals in lower performing schools and (b) inspiring a shared vision and challenging the process are the two practices that have the biggest impact on student achievement. It is recommended that principal preparation programs incorporate Kouzes and Posner’s transformational leadership model into their curriculum in order to develop highly qualified school leaders.

Details

Journal of Leadership Education, vol. 14 no. 3
Type: Research Article
ISSN: 1552-9045

Open Access
Article
Publication date: 15 October 2021

Chris Brown, Robert White and Anthony Kelly

Change agents are individuals who can successfully transform aspects of how organisations operate. In education, teachers as change agents are increasingly seen as vital to the…

3836

Abstract

Change agents are individuals who can successfully transform aspects of how organisations operate. In education, teachers as change agents are increasingly seen as vital to the successful operation of schools and self-improving school systems. To date, however, there has been no systematic investigation of the nature and role of teacher change agents. To address this knowledge gap, we undertook a systematic review into five key areas regarding teachers as change agents. After reviewing 70 outputs we found that current literature predominantly positions teacher change agents as the deliverers of top-down change, with the possibility of bottom-up educational reform currently neglected.

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