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Article
Publication date: 1 April 1999

Mahmood Abolghasemi, John McCormick and Robert Conners

Investigates how high school department heads may play a role in the alignment of teachers with a principal’s vision for the school. A survey study based on a theoretical position…

1184

Abstract

Investigates how high school department heads may play a role in the alignment of teachers with a principal’s vision for the school. A survey study based on a theoretical position of the high school as a loosely‐coupled system consisting of departments with distinct subcultures and department heads who are influential leaders is reported. As expected, principal components and multiple regression analyses suggest that behaviours of the principal which emphasise and reinforce the school vision, predict the extent to which teachers support the principal’s vision. However, the congruence of department heads and the principal, in terms of school vision, is a much stronger predictor of teachers’ support for the vision. To a lesser extent, stronger structural coupling between departments also contributes to teachers’ support of the school vision.

Details

International Journal of Educational Management, vol. 13 no. 2
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 2 February 2010

Hanna Kurland, Hilla Peretz and Rachel Hertz‐Lazarowitz

Fundamentally, the success of schools depends on first‐rate school leadership, on leaders reinforcing the teachers' willingness to adhere to the school's vision, creating a sense…

9871

Abstract

Purpose

Fundamentally, the success of schools depends on first‐rate school leadership, on leaders reinforcing the teachers' willingness to adhere to the school's vision, creating a sense of purpose, binding them together and encouraging them to engage in continuous learning. Leadership, vision and organizational learning are considered to be the key to school improvement. However, systematic empirical evidence of a direct relationship between leadership, vision and organizational learning is limited. The present study aims to explore the influence of principals' leadership style on school organizational learning, using school vision as a mediator.

Design/methodology/approach

The data were collected from 1,474 teachers at 104 elementary schools in northern Israel, and aggregated to the school level.

Findings

Mediating regression analysis demonstrated that the school vision was a significant predictor of school organizational learning and functioned as a partial mediator only between principals' transformational leadership style and school organizational learning. Moreover, the principals' transformational leadership style predicted school organizational vision and school organizational learning processes. In other words, school vision, as shaped by the principal and the staff, is a powerful motivator of the process of organizational learning in school.

Research implications/limitations

The research results have implications for the guidance of leadership practice, training, appraisal and professional development.

Originality/value

The paper explores the centrality of school vision and its effects on the achievement of the school's aims by means of organizational learning processes.

Details

Journal of Educational Administration, vol. 48 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 February 2003

Kerry Barnett and John McCormick

School leaders continue to be urged to have vision. Some argue that effective schools have principals who create and communicate a vision for the school. However, although there…

6900

Abstract

School leaders continue to be urged to have vision. Some argue that effective schools have principals who create and communicate a vision for the school. However, although there is literature on visionary leadership, relatively little is empirical. The purpose of the study was to investigate transformational leadership behaviour and vision in schools. Four schools, in which the transformational leadership practices of principals were perceived by teachers to be characterised by individual concern and vision, were identified. A qualitative approach using semi‐structured interviews was used to collect data. Content analysis identified patterns and themes in the data from which propositions and conclusions were drawn. Within the context of the study, the results suggest that the influence of vision may be overestimated and the most critical leadership transformational behaviour is individual concern. The main conclusion of the study is that leadership in schools is mainly characterised by relationships with individuals, and it is through these relationships a leader is able to establish her/his leadership and encourage teachers to apply their expertise, abilities, and efforts towards shared purposes.

Details

Journal of Educational Administration, vol. 41 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 21 August 2019

Geva Iftach and Orly Shapira-Lishchinsky

The purpose of this paper is to explore the meaning of the concept “school identity” as reflected in principals’ perceptions of their school logo, vision and practice.

Abstract

Purpose

The purpose of this paper is to explore the meaning of the concept “school identity” as reflected in principals’ perceptions of their school logo, vision and practice.

Design/methodology/approach

In-depth interviews were conducted with 24 principals from Israeli elementary, junior high and high schools. The content analysis of principals’ interviews, including open, axial and selective coding and confirmatory qualitative analysis was used to examine the principals’ perceptions regarding the school’s logo, vision and practice.

Findings

The principals’ perceptions of the logo, vision and practice comprised five main features: academic, traditional, national, organizational and social-ethical. Different types of relationships were found between these features: correspondence by appearance, correspondence by non-appearance and incongruence.

Research limitations/implications

The study suggests a new theoretical model for generating the concept of school identity. The study demonstrates that incongruent findings may be viewed as complementary rather than conflicting when establishing a school’s identity.

Practical implications

The findings can promote an understanding of the function of school logos and vision statements in school practice, and help develop and maintain school identity. All these may affect the surroundings that come in contact with the school principal, such as parental decision on school choice and governmental activities.

Originality/value

To date, no study has investigated the meaning of school identity based on the principals’ perceptions regarding the school logo, vision and practice. The findings can facilitate the development of an ecological approach, which can help in understanding the meaning of school identity and its effect on students, staff, parents, wider community and national policy.

Details

International Journal of Educational Management, vol. 33 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 1 February 1992

William D. Greenfield, Joseph W. Licata and Bob L. Johnson

Drawing on Blumberg and Greenfield′s studies of effectiveprincipals, offers an operational definition of school vision, based onteachers′ perceptions of that vision. The…

Abstract

Drawing on Blumberg and Greenfield′s studies of effective principals, offers an operational definition of school vision, based on teachers′ perceptions of that vision. The instrument developed consists of three subscales: (1) vision exchange – the principal′s effectiveness in exchanging his/her vision with the school community; (2) vision internalization – the principal′s effectiveness in getting others to internalize this vision, and; (3) vision sacrifice – the principal′s effectiveness in encouraging others to sacrifice for this vision. In an effort to validate the School Vision Inventory (SVI), three hypotheses were tested. The perceived robustness of the principal′s role was significantly correlated with two subscales of the SVI: exchange and sacrifice. Significant correlations were also found between teachers′ perceptions of the principal′s supervisory expertise and vision exchange and sacrifice. Finally, there were higher mean principal vision scores in schools where teachers perceived progress being made towards vision realization. Presents the SVI as a potentially useful way of assessing school vision, providing further insight into the dynamics of professional life in schools.

Details

Journal of Educational Administration, vol. 30 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 August 1996

Hong Sheung Chui, Fenton G. Sharpe and John McCormick

Describes a study which investigated the relationship between the vision and five dimensions of leadership behaviour of principals in Hong Kong. A survey was carried out on 48…

2247

Abstract

Describes a study which investigated the relationship between the vision and five dimensions of leadership behaviour of principals in Hong Kong. A survey was carried out on 48 secondary schools involving 548 teachers. Half of the sample schools were in a pilot scheme of school‐based management, the school management initiative (SMI). Factor analysis and multiple regression were used to analyse the data. The results suggested that five dimensions of leadership behaviour were all significantly related to the vision of principals for both types of schools. Whether the school was participating in the SMI or not also had a significant effect on the relationship between the vision of principals and three dimensions of leadership behaviour. Contrary to the expectations of the SMI and the suggestions by some researchers that teachers need to be particularly empowered in schools undergoing reforms, the findings of this study demonstrated that for principals with average and below average scores on vision, the degree of empowerment perceived by teachers in schools under the SMI was lower than for schools not under the reform. However, principals with high vision in schools under the reform had the highest scores in all five dimensions of leadership behaviour. The SMI may provide opportunities for leaders with vision to bring about a better environment for school improvement. These results provide important insights for those responsible for the implementation and evaluation of the SMI in Hong Kong, and perhaps for other systems devolving decision‐making power to more self‐managing schools.

Details

Journal of Educational Administration, vol. 34 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 1 May 1995

Roland Vandenberghe

Taking into consideration the scope and pace of change in educationat the start of the 1990s, it is not at all surprising that manyresearchers asked questions about the changes in…

1356

Abstract

Taking into consideration the scope and pace of change in education at the start of the 1990s, it is not at all surprising that many researchers asked questions about the changes in the role of principals. Groups these changes in the principalship under two broad categories: changes in internal operations (internal leadership) and alterations in relationships with the larger school environment (environmental leadership). One common theme underlying both types of leadership is the expectation that principals justify permanently the general and specific decisions they make. Considers this justification to be one of the main requirements for creative leadership. Data from four different studies in primary schools in the Dutch‐speaking part of Belgium are used to illustrate how principals organize and structure this justification task. The data illustrate clearly that teachers are confronted with different justification styles and that principals do differ a great deal as far as creative management is concerned.

Details

Journal of Educational Administration, vol. 33 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 23 October 2023

Jayson W. Richardson, Justin Bathon and Scott McLeod

This article details findings on how leaders of deeper learning schools establish, maintain, and propel unique teaching and learning environments. In this case study, the authors…

Abstract

Purpose

This article details findings on how leaders of deeper learning schools establish, maintain, and propel unique teaching and learning environments. In this case study, the authors present findings from data collected through interviews with 30 leaders of self-proclaimed deeper learning initiatives and site visits to those elementary and secondary schools.

Design/methodology/approach

Using a case study approach, the authors collected data from interviews and observations of 30 school leaders.

Findings

The study's findings indicate how leaders of schools that engage in deeper learning tend to adhere to three core practices. First, the leaders of deeper learning schools in this study intently listened to the community to ascertain needs and desires; this drove the vision. Second, leaders of deeper learning schools created learning spaces that empowered students and gave them voice, agency, and choice. Third, leaders of deeper learning schools sought to humanize the schooling experience.

Practical implications

This study provides actionable examples of what leaders currently do to engage kids and teachers in deeper learning. These leaders offer insights into specific actions and practices that they espoused to make the schooling experience markedly different.

Originality/value

Previous studies focused on the deeper learning of schools and students. This is one of the first studies to focus on the inteplay between deeper learning and school leaders.

Details

Journal of Educational Administration, vol. 62 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 6 July 2010

Raya Yoeli and Izhak Berkovich

Successful visionary educational leaders promote a shared vision with great commitment and manage to connect other organizational members to it. In spite of this, the source of…

3026

Abstract

Purpose

Successful visionary educational leaders promote a shared vision with great commitment and manage to connect other organizational members to it. In spite of this, the source of their personal commitment to the organizational vision has not yet been the subject of extended study. The purpose of this paper is to correct this by investigating leaders' personal ethos; the personal experiences and values which form their motives and personality. This paper furthermore considers the influence of personal ethos on the content of the vision promoted in educational organizations. Finally, it explores the link between leaders' personal vision and the organizational vision they promote.

Design/methodology/approach

Semi‐structured interviews were conducted with visionary educational leaders. These interviews were narrative in nature and aimed to explore the development process and the interrelation of personal and organizational vision in an educational framework.

Findings

Data indicate that visionary educational leaders do not separate their personal vision from their organizational vision. Furthermore, the educational leaders interviewed told of formative experiences which affected their worldview and shaped their personal ethos. Personal ethos proved to be a key element in formulating the leaders' personal and organization vision. Four prominent factors emerged as central to the personal ethos of educational leaders: identity, culture and values, professional experience, and family.

Originality/value

The findings suggest that educational leaders should engage in a process of self‐reflection in order to form a significant personal vision to which they can fully commit. Furthermore, the insights of leaders about what is important to them can enable an open dialogue with other organizational members and the development of a shared vision.

Details

Journal of Educational Administration, vol. 48 no. 4
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 12 September 2016

Kai-wing Chu

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…

1472

Abstract

Purpose

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.

Design/methodology/approach

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.

Findings

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.

Research limitations/implications

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.

Practical implications

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.

Social implications

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.

Originality/value

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.

Details

Journal of Knowledge Management, vol. 20 no. 5
Type: Research Article
ISSN: 1367-3270

Keywords

1 – 10 of over 57000