Search results

1 – 10 of over 62000
To view the access options for this content please click here
Book part
Publication date: 7 December 2009

Wing-Wah Law

Numerous Chinese management studies have demonstrated significant differences between Chinese and Western management. This exploratory paper investigates the impact of…

Abstract

Numerous Chinese management studies have demonstrated significant differences between Chinese and Western management. This exploratory paper investigates the impact of Chinese culture and Western traditions on China's contemporary school leaders' views of leadership and management, particularly in the areas of relationship building, delegation, and promotion. Data were drawn from questionnaires completed by school leaders and individual interviews with principals from different parts of China. The findings indicate that the differences between Chinese and Western management practices in Chinese schools are not static and should not be over-stressed. To different extents, the respondent school leaders of China were affected by both Chinese and Western values and practices in school leadership and management. Specifically, they were more influenced by Chinese culture in the areas of school management and organization and by Western values and practices in the areas of relationship building, staff performance, and promotion. Their leadership and management preferences were also influenced by other factors, including gender, domestic politics, and development.

Details

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

To view the access options for this content please click here
Article
Publication date: 1 June 2002

Barrie O. Pettman and Richard Dobbins

This issue is a selected bibliography covering the subject of leadership.

Downloads
19035

Abstract

This issue is a selected bibliography covering the subject of leadership.

Details

Equal Opportunities International, vol. 21 no. 4/5/6
Type: Research Article
ISSN: 0261-0159

Keywords

To view the access options for this content please click here
Book part
Publication date: 15 August 2019

Gerald Dunning and Tony Elliott

Abstract

Details

Making Sense of Problems in Primary Headship
Type: Book
ISBN: 978-1-78973-904-6

To view the access options for this content please click here
Article
Publication date: 4 September 2017

Daphnee Hui Lin Lee and Chi Shing Chiu

The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher…

Downloads
1384

Abstract

Purpose

The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement.

Design/methodology/approach

The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites.

Findings

First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted.

Originality/value

While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.

Details

Journal of Educational Administration, vol. 55 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

To view the access options for this content please click here
Article
Publication date: 14 March 2016

Tony Bush and Derek Glover

The purpose of this paper is to provide a systematic review of the literature on school leadership and management in South Africa, linked to the 20th anniversary of…

Downloads
3893

Abstract

Purpose

The purpose of this paper is to provide a systematic review of the literature on school leadership and management in South Africa, linked to the 20th anniversary of democratic government and integrated education.

Design/methodology/approach

The authors conducted a systematic review of all published work since 2007 with a more selective review of sources before 2007.

Findings

The findings show emerging evidence about the development of school leadership and management in South Africa but they also highlight on-going challenges, including poor learner outcomes, conflict with teacher unions, uneasy relationships between principals and school governing bodies, and leadership which remains focused on administration rather than teaching and learning.

Research limitations/implications

The findings show that research on school leadership and management is developing but remains limited in terms of its scope and a reliance on small-scale unfunded projects.

Practical/implications

The findings confirm the need for specialist leadership training for current and aspiring principals and for other senior and middle leaders.

Social/implications

The findings show that South Africa remains a divided society with great differences in the quality of education available to learners, based on social class rather than race.

Originality/value

The paper’s value lies in the comprehensive and systematic review of research on school leadership.

Details

International Journal of Educational Management, vol. 30 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

To view the access options for this content please click here
Article
Publication date: 21 March 2008

James P. Spillane, Eric M. Camburn, James Pustejovsky, Amber Stitziel Pareja and Geoff Lewis

This paper is concerned with the epistemological and methodological challenges involved in studying the distribution of leadership across people within the school – the…

Downloads
2025

Abstract

Purpose

This paper is concerned with the epistemological and methodological challenges involved in studying the distribution of leadership across people within the school – the leader‐plus aspect of a distributed perspective, which it aims to investigate.

Design/methodology/approach

The paper examines the entailments of the distributed perspective for collecting and analyzing data on school leadership and management. It considers four different operationalizations of the leader‐plus aspect of the distributed perspective and examines the results obtained from these different operationalizations. The research reported in this paper is part of a larger study, an efficacy trial of a professional development program intended to prepare principals to improve their practice. The study involved a mixed method design. For the purpose of this paper a combination of qualitative and quantitative data, including an experience sampling method (ESM) principal log, a principal questionnaire (PQ), and a school staff questionnaire (SSQ) was used.

Findings

While acknowledging broad similarities among the various approaches, the different approaches also surfaced some divergence that has implications for thinking about the epistemological and methodological challenges in measuring leadership from a distributed perspective. Approaches that focus on the lived organization as distinct from the designed organization, for example, unearth the role of individuals with no formal leadership designations in leading and managing the school.

Research limitations/implications

Limited by the data set, the paper focuses on only four operationalizations of the leader plus aspect of the distributed perspective rather than taking a more comprehensive look at how the leader plus aspect might be operationalized.

Originality/value

The primary value of this paper is that it will prompt scholars to think about the entailments of different ways of operationalizing the leader plus aspect when using a distributed perspective.

Details

Journal of Educational Administration, vol. 46 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

To view the access options for this content please click here
Article
Publication date: 1 April 2021

Yan Liu

As a failure analysis emphasizing school leadership in underprivileged schools serving socioeconomically disadvantaged and minority students, the study is interested in…

Abstract

Purpose

As a failure analysis emphasizing school leadership in underprivileged schools serving socioeconomically disadvantaged and minority students, the study is interested in determining whether and to what extent variations in distributed leadership (DL) practices are related to student performance through the mediating effects of four-path variables.

Design/methodology/approach

This research conducted secondary data analysis using the 2015 PISA American data. The study employed factor analysis and structural equation models (SEMs) to investigate multidimensional associations among a set of variables, including school socioeconomic status (SES), student composition, DL practices, school four-path factors and student performance. The research used a design-based resampling approach with balanced repeated replication (BRR) weights to analyze the complex survey data.

Findings

The results indicate that, within a DL framework, teacher leadership in instructional management is positively and directly related to student performance. Governing board leadership in school administration is indirectly related to student performance through four-path variables' mediating effects. Importantly, though the two leadership sources help improve student performance, they are less prevalent in underprivileged schools with disproportional minority and socioeconomically disadvantaged students.

Originality/value

This research is a failure analysis through the lens of DL for underprivileged schools. The study used rigorous quantitative approaches and examined multidimensional associations among school socioeconomic status (SES), DL, school factors that school leaders could maneuver and student performance. The evidence sheds light on remedial actions in failed schools to focus on improving teacher leadership and organizational capacity.

Details

Journal of Educational Administration, vol. 59 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

To view the access options for this content please click here
Article
Publication date: 10 August 2012

David Ng Foo Seong and Jeanne Marie Ho

The purpose of this paper is to examine the process of information communication technology (ICT) reform in a government school in Singapore. The focus is on the…

Downloads
1700

Abstract

Purpose

The purpose of this paper is to examine the process of information communication technology (ICT) reform in a government school in Singapore. The focus is on the distributed leadership actions performed by various individuals, and how the multiple leaders and their leadership practices interacted with one another.

Design/methodology/approach

A naturalistic inquiry approach was adopted, involving the case study of a school in the process of implementing an instructional reform involving the use of ICT.

Findings

It was found that distributed leadership for ICT implementation requires a combination of transformational leadership and instructional leadership to develop teachers’ capacity to enhance their instruction with ICT, emotional leadership to support teachers’ effort to change, and strategic management of resources to sustain teachers’ change efforts. Transformational leadership is performed mainly by senior management (SM). Instructional leadership is performed mainly by middle management (MM). Both senior and middle management provided emotional leadership and strategic resource management. In addition, SM provided second‐order changes leadership, while MM provided first‐order changes leadership.

Originality/value

The paper rectifies the current disproportionate focus on the role of the Principal by uncovering the leadership actions performed by other school members, and how these leadership actions are interrelated. In particular, the paper provides insight into how leadership was distributed in a school reform involving the use of ICT for instruction.

Details

International Journal of Educational Management, vol. 26 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

To view the access options for this content please click here
Article
Publication date: 1 October 1997

Kenneth Leithwood and Doris Jantzi

What factors influence teachers to attribute leadership qualities to some principals and not others? In particular, what accounts for attributions of transformational…

Downloads
2086

Abstract

What factors influence teachers to attribute leadership qualities to some principals and not others? In particular, what accounts for attributions of transformational school leadership? Guided by an information processing perspective to explain teachers’ attributions, answers to these questions were explored through data provided by an achieved sample of 1,253 elementary and secondary teachers from a single large school system. Replicating the framework and design of an earlier study by the same authors, this, as well as the previous study, found that teachers’ leadership attributions were largely explained by alterable rather than unalterable variables.

Details

Journal of Educational Administration, vol. 35 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

To view the access options for this content please click here
Article
Publication date: 11 January 2016

Lijuan Li, Philip Hallinger and James Ko

Over the past decade, studies of school leadership effects have increasingly aimed at identifying and validating the paths through which principal leadership impacts key…

Downloads
1766

Abstract

Purpose

Over the past decade, studies of school leadership effects have increasingly aimed at identifying and validating the paths through which principal leadership impacts key teaching and learning processes in schools. A recent meta-analysis by Robinson and colleagues identified principal practices that shape teacher professional development experiences in schools as the highest impact path used by instructional leaders. The purpose of this paper is to examine relationships between principal leadership, dimensions of school capacity, and teacher professional learning in 32 Hong Kong primary schools.

Design/methodology/approach

The study employed a cross-sectional research design and quantitative methods to analyze teacher perceptions of principal leadership and key school conditions. The research employed hierarchical linear regression analysis to explore survey data collected from a sample of 970 teachers. The surveys covered a range of principal leadership and school capacity dimensions, as well as a measure of teacher professional learning.

Findings

Results indicated that multiple dimensions of principal leadership made significant contributions to both school capacity and teacher professional learning. The presence of cooperation, trust, communication, support for students, and alignment, coherence, and structure in schools also affected teacher professional learning.

Research limitations/implications

These findings contribute to the global discourse on leadership for learning. The study addresses the need established by multiple scholars (e.g. Leithwood, Hallinger, Heck, Robinson, Witziers) for research that further illuminates “paths” and “intermediate targets” through which leadership impacts teaching and learning. The findings elaborate on the means by which leadership can enhance school capacities that directly impact teacher classroom practice and student learning. Consistent with other scholarly research (e.g. Bryk and Schneider, Louis and colleagues, Sahphier and King) the findings also point toward the importance of establishing selected workplace conditions (e.g. trust, cooperation, communication) as a foundation for fostering teacher professional learning.

Practical implications

The study reinforces the finding from other studies that it is productive for principals to foster an environment aimed at enhancing teacher professionalism. The study also highlights the potentially dysfunctional consequences that can arise from competing system-level initiatives aimed at increasing monitoring and teacher accountability and fostering teacher professionalism.

Originality/value

The study contributes to a small but growing body of leadership effects research conducted in non-Western societies. As such the study offers insights with relevance for understanding leadership processes in other Asian and non-Western cultures.

Details

International Journal of Educational Management, vol. 30 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

1 – 10 of over 62000