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Abstract

Details

Reference Reviews, vol. 24 no. 1
Type: Research Article
ISSN: 0950-4125

Keywords

Article
Publication date: 11 May 2010

Sharon Conley, Jewell Gould and Harriet Levine

Despite the critical role of support personnel in education, the literature about their supervision has been less than informative. In an effort to provide additional guidance to…

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Abstract

Purpose

Despite the critical role of support personnel in education, the literature about their supervision has been less than informative. In an effort to provide additional guidance to school leaders seeking to improve the supervision of such personnel, the purpose of this paper is to examine and compare three distinct groups of support personnel: school custodians/janitors, school secretaries, and paraprofessionals in special education.

Design/methodology/approach

The paper begins with two analyses. One is that of the general importance of the role of support personnel in public schools in the USA. The other consists of a brief argument as to why the literature about the supervision of support personnel has not been overly informative. The paper proceeds with descriptions of three distinct support personnel groups.

Findings

The examination of three support personnel groups highlights the visibility of the school custodian/janitor, the multi‐dimensional responsibilities of the school secretary, and the background of the paraprofessional in special education.

Research limitations/implications

A comparison of three distinct groups of support personnel has implications for their training, compensation and scheduling, and work design and supervision.

Originality/value

The paper content offers an information‐rich and multi‐faceted view of support personnel in schools, with implications for their overall supervision and the importance of their contribution to the organization.

Details

Journal of Educational Administration, vol. 48 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 19 June 2009

Erica Nance and Raymond L. Calabrese

The purpose of this paper is to describe the reasons current or former tenured special education teachers in a Local Education Agency remain or leave their special education…

2286

Abstract

Purpose

The purpose of this paper is to describe the reasons current or former tenured special education teachers in a Local Education Agency remain or leave their special education teaching positions through the theoretical perspectives of organizational learning and organizational culture. The paper aims to describe the influence of increased legal requirements on current or former tenured special education teacher attrition or retention by reporting their reasons for staying or leaving.

Design/methodology/approach

A qualitative multiple case study of two units of analysis was conducted through a constructionist epistemology. Data were collected from 40 current and former tenured special education teachers through focus groups, semi‐structured interviews, the Left Hand and Right‐Hand Column Case Method, and review of appropriate documents. The data collected were analyzed using text analysis software, content analysis, and pattern matching.

Findings

Four salient findings from the paper are: current tenured special education teachers want to be listened to and have their needs considered; current tenured special education teachers feel overwhelmed by the workload related to state assessments; current and former tenured special education teachers believe that legally‐required changes affected them in practice; and current and former tenured special education teachers perceive that time requirements for administrative tasks reduce time for student services.

Practical implications

Implications for praxis include organizational learning and organizational culture that encourage listening to the experience of tenured special education teachers and including them in decisions that affect them in an effort to retain them.

Originality/value

The paper assesses the impact of increased legal requirements on special education teacher retention and attrition.

Details

International Journal of Educational Management, vol. 23 no. 5
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 11 June 2018

Daman L. Harris and Julius L. Davis

The purpose of this study is to examine three black African male mathematics teachers’ preparation, teaching experiences, why they chose to become teachers in a diverse school…

Abstract

Purpose

The purpose of this study is to examine three black African male mathematics teachers’ preparation, teaching experiences, why they chose to become teachers in a diverse school district, the successes and challenges they faced and the impact of a same race and gender peer mentoring program on them.

Design/methodology/approach

This study used collective case study methodology to better understand three black African male mathematics teachers’ experiences in a same race and gender peer mentoring program and their professional experiences.

Findings

The results illustrated that all of the black African male mathematics teachers had experiences predicated on their race and gender. The same race and gender peer mentoring program helped black African male mathematics teachers to receive proper induction into the school district, navigate their schools and district and help create an environment to support their retention in schools and the district.

Originality/value

This study adds to the growing body of research on black male mathematics teachers and sheds light on how the same race and gender programs help to retain them in the profession and their schools.

Details

Journal for Multicultural Education, vol. 12 no. 2
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 29 April 2020

David DeMatthews, Bonnie Billingsley, James McLeskey and Umesh Sharma

Creating inclusive schools for students with disabilities is a major leadership responsibility for principals throughout the world. Each national, regional and local context is…

4377

Abstract

Purpose

Creating inclusive schools for students with disabilities is a major leadership responsibility for principals throughout the world. Each national, regional and local context is different, but every principal can help create and support inclusive schools. The purpose of this article is to describe the evolving context of inclusive education and school leadership in the United States aligning what is known to an established leadership framework (Hitt and Tucker, 2016), as there are similarities between the Hitt and Tucker domains and the work of leaders in inclusive schools. The authors emphasize that inclusive leadership is consistent with existing conceptualizations of principals' work. The authors consider specific policies and organizational conditions that support inclusive schools and highlight successes and continuing challenges for principals that can be applied throughout the world.

Design/methodology/approach

This paper utilizes an exploratory approach to review the US policy-related and empirical literature on school leadership for effective inclusive schools. The authors draw across time from research syntheses in school and inclusive leadership from leading journals in educational leadership, special education and edited volumes focused on school leadership. The authors analyze common themes centered on leadership practice, organizational and social conditions and challenges.

Findings

The research review identified effective leadership practices that support inclusive education in the United States and provides a critical discussion of how these findings relate to international research and practice.

Practical implications

The paper considers the relevance of national policy contexts coupled with a review of school leadership for inclusive schools that is insightful for policymakers and practitioners seeking to create more inclusive schools throughout the world.

Originality/value

The paper offers a situated review of leadership for inclusive schools in the United States. As such, this review lays the foundation for a comparative and international conversation on school leadership for inclusion.

Details

Journal of Educational Administration, vol. 58 no. 5
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 2 February 2021

Gina G. Barker, Fred Volk and Clay Peters

The purpose of this study was to examine the possibility that culture influences burnout. Characterized by emotional, cognitive and physical exhaustion, burnout stems from…

Abstract

Purpose

The purpose of this study was to examine the possibility that culture influences burnout. Characterized by emotional, cognitive and physical exhaustion, burnout stems from chronic, unresolvable stress experienced when resources to meet demands are insufficient or inaccessible. This study investigated whether people in the US experience burnout differently than people in Sweden.

Design/methodology/approach

The relationship between demands and burnout was hypothesized to be mediated by perceived stress, role conflict and role ambiguity. Country was hypothesized to moderate these relationships. Data collected through surveys from Swedish and American participants were analyzed using a process macro model.

Findings

The results showed demands as positively related to burnout. This relationship was mediated by perceived stress and the mediation was moderated by country with a stronger effect for Swedes. The relationship between demands and role conflict was significant and moderated by country; however, role conflict did not predict burnout. Role ambiguity was not a significant predictor or mediator. After accounting for covariates and predictors, demands generated unique variance in burnout and country played a moderating role in this direct relationship, which was stronger for Americans than Swedes.

Originality/value

The results suggest that culture may play a role in the burnout process. Although a global issue, between-country differences and cultural influences on burnout have received little attention, even though shared culture governs perceptions, identities, roles, norms and practices associated with known predictors of burnout. By examining burnout cross-culturally, this study adds to the limited literature on burnout processes across different professional contexts.

Details

International Journal of Workplace Health Management, vol. 14 no. 2
Type: Research Article
ISSN: 1753-8351

Keywords

Article
Publication date: 3 July 2018

Julia Mahfouz

Based on a need to utilize strategies and develop social-emotional competency skills of school administrators, the purpose of this paper is to explore the influence of Cultivating…

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Abstract

Purpose

Based on a need to utilize strategies and develop social-emotional competency skills of school administrators, the purpose of this paper is to explore the influence of Cultivating Awareness and Resilience in Education (CARE), a mindfulness-based professional development program, on the leadership and well-being of 13 school administrators.

Design/methodology/approach

The empirical data consist of in-depth interviews with 13 administrators before and after the implementation of CARE program, observation notes from shadowing their activities during school time and attending the CARE program as a participant observer. Employing the pro-social classroom model (Jennings and Greenberg, 2009) as a theoretical foundation, the paper is based on an ongoing, iterative data analysis process, following the coding and interpretive techniques of grounded theory.

Findings

The positive outcomes that emerged from the data relate to improved leadership skills, such as increased self-reflection, better relationships and attendance to self-care. These skills are tied to increased self-awareness, self-management and self-compassion. Participants also reported an improved ability to recognize their emotional reactions, which enabled them to better understand their leadership roles in shaping their school climates.

Research limitations/implications

The findings reveal significant insights about the implementation of social-emotional, mindfulness-based professional development with school administrators and potential outcomes. Implications for professional development that fosters school administrators’ social-emotional competencies are discussed.

Originality/value

As a study of one of the first implementations of mindfulness-based professional development programs among school principals, this research illuminates the specific benefits of such programs for school leaders and how mindfulness could be integral in their lives and education. Specifically, this study is one of the first to reveal how the CARE professional development program influences principals’ well-being and leadership.

Details

Journal of Educational Administration, vol. 56 no. 6
Type: Research Article
ISSN: 0957-8234

Keywords

Article
Publication date: 19 February 2018

Hanna Moon

The purpose of this paper is to explore the process and activities of apprenticeship from onboarding to professional development.

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Abstract

Purpose

The purpose of this paper is to explore the process and activities of apprenticeship from onboarding to professional development.

Design/methodology/approach

Literature was reviewed to highlight the important characteristics of cognitive and collaborative apprenticeship, onboarding and professional development.

Findings

The conceptual model was developed to identify the specific activities of apprenticeship at the onboarding, developmental and proficient phases.

Originality/value

This study enlightens the aspects of the way in which apprentices can make adjustments to their organizations and become proficient workforces.

Details

European Journal of Training and Development, vol. 42 no. 1/2
Type: Research Article
ISSN: 2046-9012

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