The complexity with which today’s leadership works, especially in diverse workplaces where multiple cultures, backgrounds, expertise, talents, languages, and values consistently intersect, it is difficult to stick to a single leadership model or theory. The biggest challenge in this regard is the inability to associate a program to a solo culture or group values because contemporary workplaces are amalgamations of diversity, uncertainty, and dynamism. This means that following a particular leadership style, which often presumes that everyone working for the program shares common values, beliefs, and objectives, has become unfeasible. This situation calls for revisiting leadership practices in a globalized world, exploring how such situations are emerging and addressed in different disciplines, and what can be done to contribute to a renewed understanding of leadership that is compatible with global forces and also reflective of the local community. This paper begins with a literature review of Teaching English to Speakers of Other Languages (TESOL) leadership and provides an overview of the multilayered challenges leaders deal with in this profession. It discusses how TESOL leaders could create a balance between global developments in the field of education and TESOL, and the language-based needs of local and non-local students and program requirements. Drawing upon four prepositions, this paper argues that there is the need for leaders to adopt a paradigmatic shift when leading complex educational institutions. It proposes that TESOL leaders could take a global-contextual approach that focuses on the local contexts while drawing upon the global practices when addressing the challenges in a TESOL program.
{"title":"Global-Contextual TESOL Leadership in Diverse and Multi-Dimensional Contexts: A Paradigmatic Shift","authors":"Kashif Raza, Catherine Chua","doi":"10.29173/ijll12","DOIUrl":"https://doi.org/10.29173/ijll12","url":null,"abstract":"The complexity with which today’s leadership works, especially in diverse workplaces where multiple cultures, backgrounds, expertise, talents, languages, and values consistently intersect, it is difficult to stick to a single leadership model or theory. The biggest challenge in this regard is the inability to associate a program to a solo culture or group values because contemporary workplaces are amalgamations of diversity, uncertainty, and dynamism. This means that following a particular leadership style, which often presumes that everyone working for the program shares common values, beliefs, and objectives, has become unfeasible. This situation calls for revisiting leadership practices in a globalized world, exploring how such situations are emerging and addressed in different disciplines, and what can be done to contribute to a renewed understanding of leadership that is compatible with global forces and also reflective of the local community. This paper begins with a literature review of Teaching English to Speakers of Other Languages (TESOL) leadership and provides an overview of the multilayered challenges leaders deal with in this profession. It discusses how TESOL leaders could create a balance between global developments in the field of education and TESOL, and the language-based needs of local and non-local students and program requirements. Drawing upon four prepositions, this paper argues that there is the need for leaders to adopt a paradigmatic shift when leading complex educational institutions. It proposes that TESOL leaders could take a global-contextual approach that focuses on the local contexts while drawing upon the global practices when addressing the challenges in a TESOL program.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125864755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Contemporary educational leaders are tasked with supporting their teams, with limited time and resources, to unite and thrive through political, social, economic, and environmental instability. Educational scholars and leaders agree upon the need to foster collaboration within school communities; the practices for achieving this outcome are not always clear. The primary research question of my integrative literature review is: How can improvisational theory support educational leaders to enhance collaboration within school cultures? Secondary questions include: What are the guiding principles of improvisation? What does the research reveal about leading collaboration within schools? What practices surface because of this research? I conducted an integrative literature review and used thematic analysis within a constructivist approach to examine whether the principles of improvisation can offer leaders insight into practices for establishing and sustaining collaborative school cultures. Improvisational theatre offers leaders a lens to examine the work of developing and sustaining collaborative cultures. After an extensive review of two bodies of literature, I identified four themes common to improvisation and leading collaborative school cultures: Connect, Define the Rules, Share the Lead, and Play the Game. Nested within each of these themes, I uncovered eight practices school-based leaders can apply to enhance their school’s collaborative cultures: Use Time and Space Creatively; Create Opportunities for Meaningful Dialogue; Co-create Norms; Articulate Vision, Values, and Goals; Integrate Evidence-Informed Pedagogical Practices; Provide Shared Leadership; Amplify Strengths; and Fail Forward. The model that emerged from this research will prove useful to school-based administrators and other leaders looking to empower their teams to solve problems and innovate in community.
{"title":"Trust and Go: Enhancing Collaborative School Cultures Through Improv","authors":"Derrique DeGagné","doi":"10.29173/ijll7","DOIUrl":"https://doi.org/10.29173/ijll7","url":null,"abstract":"Contemporary educational leaders are tasked with supporting their teams, with limited time and resources, to unite and thrive through political, social, economic, and environmental instability. Educational scholars and leaders agree upon the need to foster collaboration within school communities; the practices for achieving this outcome are not always clear. The primary research question of my integrative literature review is: How can improvisational theory support educational leaders to enhance collaboration within school cultures? Secondary questions include: \u0000\u0000What are the guiding principles of improvisation?\u0000What does the research reveal about leading collaboration within schools?\u0000What practices surface because of this research?\u0000\u0000 \u0000I conducted an integrative literature review and used thematic analysis within a constructivist approach to examine whether the principles of improvisation can offer leaders insight into practices for establishing and sustaining collaborative school cultures. Improvisational theatre offers leaders a lens to examine the work of developing and sustaining collaborative cultures. After an extensive review of two bodies of literature, I identified four themes common to improvisation and leading collaborative school cultures: Connect, Define the Rules, Share the Lead, and Play the Game. Nested within each of these themes, I uncovered eight practices school-based leaders can apply to enhance their school’s collaborative cultures: Use Time and Space Creatively; Create Opportunities for Meaningful Dialogue; Co-create Norms; Articulate Vision, Values, and Goals; Integrate Evidence-Informed Pedagogical Practices; Provide Shared Leadership; Amplify Strengths; and Fail Forward. The model that emerged from this research will prove useful to school-based administrators and other leaders looking to empower their teams to solve problems and innovate in community.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125213352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Leaders have a significant influence on student learning and are responsible for leading teacher professional learning in schools. While principals often lead teacher learning, others assist in this role. With the recent pandemic, it is clear there is a need for continued teacher learning. Extensive research on professional development has been conducted and is well known to be a strategy for improving teacher learning. While professional development offers short-term opportunities, a focus on professional learning in schools emphasizes sustained, ongoing experiences that engage teachers in inquiry around their practices. This mixed study explored the impact of sustained professional development. Semi-structured interviews and focus groups were conducted and analyzed. Documents were identified for quantitative analysis and then integrated with qualitative data. Findings showed the notion of soft landings, as referred to by participants, a culture where it was safe to risk and try to implement ideas they were learning. This culture was an important aspect of this sustained and ongoing experience for teachers. Key leadership practices nurturing the culture of soft landings were developing collective commitment, encouraging risk-taking, promoting collaboration, and providing individualized support. This study offers insights into how leadership can play a role in providing sustained experiences to create a school culture that nurtures teacher learning. This article holds significance to those leading teacher learning in schools and those interested in utilizing leadership practices that attend to building a culture of soft landings.
{"title":"Soft Landings Creating a Safe Place for Teachers to Take Risks While Learning","authors":"Chris Thomas","doi":"10.29173/ijll5","DOIUrl":"https://doi.org/10.29173/ijll5","url":null,"abstract":"Leaders have a significant influence on student learning and are responsible for leading teacher professional learning in schools. While principals often lead teacher learning, others assist in this role. With the recent pandemic, it is clear there is a need for continued teacher learning. Extensive research on professional development has been conducted and is well known to be a strategy for improving teacher learning. While professional development offers short-term opportunities, a focus on professional learning in schools emphasizes sustained, ongoing experiences that engage teachers in inquiry around their practices. This mixed study explored the impact of sustained professional development. Semi-structured interviews and focus groups were conducted and analyzed. Documents were identified for quantitative analysis and then integrated with qualitative data. Findings showed the notion of soft landings, as referred to by participants, a culture where it was safe to risk and try to implement ideas they were learning. This culture was an important aspect of this sustained and ongoing experience for teachers. Key leadership practices nurturing the culture of soft landings were developing collective commitment, encouraging risk-taking, promoting collaboration, and providing individualized support. This study offers insights into how leadership can play a role in providing sustained experiences to create a school culture that nurtures teacher learning. This article holds significance to those leading teacher learning in schools and those interested in utilizing leadership practices that attend to building a culture of soft landings.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129906322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
School leadership roles and responsibilities are changing, subsuming managerial expectations and increasing focus on the priorities of school-based collaboration, collective culture, and community engagement by seeking stakeholder consolation and trust. Ultimately, school leadership is now, more than ever, about pedagogical responsibility and relationality—the art and science of modeling effective practice in relation to teachers, learners, and the community. Changes in Alberta's Teaching Quality Standard (TQS) (Alberta Education, 2017b) from a checklist to that of a growth-focused continuum have necessitated an evolution of the supervision and evaluation practices by school leaders. Seemingly objective evaluation practices are no longer adequate for the determination of teacher ability relative to competencies and their indicators. By shifting evaluation and supervisory paradigms from the safe and objective toward the messy and dialogical it is possible for school leaders to better understand the interconnected and complex nature of teacher practice and identity. By enacting pedagogies of love as defined by bell hooks (2001) as a combination of care, commitment, knowledge, responsibility, respect, and trust it is possible to better understand teacher practice and pedagogy through a lens that provides the space for failure and struggles and ultimately growth and success—something stronger and more robust, something different that could not have been there before. It is the enactment of pedagogies of love that may allow for teacher personal and collective growth through relationality.
{"title":"Leadership as Love Supporting Teaching Practices Through the Enabling Constraints of Alberta’s Teaching Quality Standard","authors":"Derek Markides","doi":"10.29173/ijll3","DOIUrl":"https://doi.org/10.29173/ijll3","url":null,"abstract":"School leadership roles and responsibilities are changing, subsuming managerial expectations and increasing focus on the priorities of school-based collaboration, collective culture, and community engagement by seeking stakeholder consolation and trust. Ultimately, school leadership is now, more than ever, about pedagogical responsibility and relationality—the art and science of modeling effective practice in relation to teachers, learners, and the community. Changes in Alberta's Teaching Quality Standard (TQS) (Alberta Education, 2017b) from a checklist to that of a growth-focused continuum have necessitated an evolution of the supervision and evaluation practices by school leaders. Seemingly objective evaluation practices are no longer adequate for the determination of teacher ability relative to competencies and their indicators. By shifting evaluation and supervisory paradigms from the safe and objective toward the messy and dialogical it is possible for school leaders to better understand the interconnected and complex nature of teacher practice and identity. By enacting pedagogies of love as defined by bell hooks (2001) as a combination of care, commitment, knowledge, responsibility, respect, and trust it is possible to better understand teacher practice and pedagogy through a lens that provides the space for failure and struggles and ultimately growth and success—something stronger and more robust, something different that could not have been there before. It is the enactment of pedagogies of love that may allow for teacher personal and collective growth through relationality.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"233 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121140023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Collaborative professionalism engages teachers and other educators in the processes of documenting and presenting evidence arising from their practice, engaging in deep and demanding dialogue with colleagues, seeking and receiving constructive and productive feedback, and engaging in continuous collaborative inquiry. A design orientation that engages educators in such a process is design-based professional learning. While the overall design of the professional learning is consistent across contexts, three key features are unique to each design—situativity, the cyclical nature of learning and change, and agency. These three features are used to describe two cases of design-based professional learning in two different contexts. Based on 715 teachers, and school and district leaders’ learning engaged in design-based professional learning, we conclude that design-based professional learning provides a promising approach to professional learning.
{"title":"Design-based Professional Learning: A Promising Approach to Continuous Professional Learning","authors":"Sharon Friesen, Barb Brown","doi":"10.29173/ijll10","DOIUrl":"https://doi.org/10.29173/ijll10","url":null,"abstract":"Collaborative professionalism engages teachers and other educators in the processes of documenting and presenting evidence arising from their practice, engaging in deep and demanding dialogue with colleagues, seeking and receiving constructive and productive feedback, and engaging in continuous collaborative inquiry. A design orientation that engages educators in such a process is design-based professional learning. While the overall design of the professional learning is consistent across contexts, three key features are unique to each design—situativity, the cyclical nature of learning and change, and agency. These three features are used to describe two cases of design-based professional learning in two different contexts. Based on 715 teachers, and school and district leaders’ learning engaged in design-based professional learning, we conclude that design-based professional learning provides a promising approach to professional learning.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"61 15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128616988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Bishop, Tracey Bishop, Lais Rumel, Jenny Van de Werfhorst
The COVID-19 pandemic has highlighted the importance of mental health education in schools, specifically, teaching students the skills necessary to become emotionally regulated individuals. In response, many schools and school districts have made the development of social-emotional learning (SEL) a priority. To effectively meet students’ needs for SEL, teachers seek out readily available educational programs, such as the Zones of Regulation (ZOR) program. This autoethnography analyzes the personal experiences of four teacher-researchers in using the ZOR program. The teacher accounts identified common themes in SEL program implementation; a cohesive approach, teacher education, and administrative support are all essential for effective program delivery. The shared experiences underscore the importance of effective leadership practices in successful SEL program implementation. The conclusions drawn may be beneficial for school boards, school administration, and educational policymakers when making leadership decisions about SEL programming.
{"title":"YOU’RE IN THE RED ZONE!","authors":"B. Bishop, Tracey Bishop, Lais Rumel, Jenny Van de Werfhorst","doi":"10.29173/ijll6","DOIUrl":"https://doi.org/10.29173/ijll6","url":null,"abstract":"The COVID-19 pandemic has highlighted the importance of mental health education in schools, specifically, teaching students the skills necessary to become emotionally regulated individuals. In response, many schools and school districts have made the development of social-emotional learning (SEL) a priority. To effectively meet students’ needs for SEL, teachers seek out readily available educational programs, such as the Zones of Regulation (ZOR) program. This autoethnography analyzes the personal experiences of four teacher-researchers in using the ZOR program. The teacher accounts identified common themes in SEL program implementation; a cohesive approach, teacher education, and administrative support are all essential for effective program delivery. The shared experiences underscore the importance of effective leadership practices in successful SEL program implementation. The conclusions drawn may be beneficial for school boards, school administration, and educational policymakers when making leadership decisions about SEL programming. \u0000 ","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114430279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents the Quadratic Pathways Model (O’Neill, 2013), which emerged from the findings of a doctoral study that investigated the influences on principals’ self-efficacy and resilience in low-socioeconomic-status (SES) schools. This model was developed to promote principals’ efficacy and resilience while exercising leadership agency in these challenging contexts. Principals leading in low-socioeconomic-status (SES) schools experience unique challenges from their counterparts in wealthier contexts. The literature identified that educators cope with students with academic problems, student disengagement, mental health concerns, behavioral issues, and parental disengagement. Additionally, many students lack the basics of life. Principals also contend with many teachers who believe some parents and students do not value education. Consequently, while cognizant of their need to be instructional leaders, some principals believe they cannot fully engage in the instructional aspect of their role due to the many pressures and competing demands on their attention, and the subsequent frustration influences their efficacy. This study employed a theoretical framework founded upon Bandura’s Social Cognitive Theory (1986, 1997), particularly pertaining to self-efficacy, and also integrated resilience research (Patterson & Kelleher, 2005), leadership theories (Leithwood et al., 2004), and contextual literature, which explored the complexities of low socioeconomic status schools. The methodology was mixed methods utilizing questionnaires (n=42) and interviews (n=13) with principals in low-SES schools across the province of Alberta, Canada (Creswell & Guetterman, 2019). Although there were several key themes to emerge from the research, this paper focuses on the synthesis of a new model, the Quadratic Pathways Model, which was designed to inform system leaders of the various components that could enhance and sustain high principal efficacy and resilience in low-SES contexts. It offers principals a template that positively reconceptualises instructional leadership practices that enhance and nurture student success in challenging school contexts.
{"title":"The Quadratic Pathways Model to Promote Principals' Self-efficacy and Resilience in Low-socioeconomic Schools in Alberta","authors":"G. O'neill, S. Scott","doi":"10.29173/ijll18","DOIUrl":"https://doi.org/10.29173/ijll18","url":null,"abstract":"This paper presents the Quadratic Pathways Model (O’Neill, 2013), which emerged from the findings of a doctoral study that investigated the influences on principals’ self-efficacy and resilience in low-socioeconomic-status (SES) schools. This model was developed to promote principals’ efficacy and resilience while exercising leadership agency in these challenging contexts. \u0000Principals leading in low-socioeconomic-status (SES) schools experience unique challenges from their counterparts in wealthier contexts. The literature identified that educators cope with students with academic problems, student disengagement, mental health concerns, behavioral issues, and parental disengagement. Additionally, many students lack the basics of life. Principals also contend with many teachers who believe some parents and students do not value education. Consequently, while cognizant of their need to be instructional leaders, some principals believe they cannot fully engage in the instructional aspect of their role due to the many pressures and competing demands on their attention, and the subsequent frustration influences their efficacy. \u0000This study employed a theoretical framework founded upon Bandura’s Social Cognitive Theory (1986, 1997), particularly pertaining to self-efficacy, and also integrated resilience research (Patterson & Kelleher, 2005), leadership theories (Leithwood et al., 2004), and contextual literature, which explored the complexities of low socioeconomic status schools. \u0000The methodology was mixed methods utilizing questionnaires (n=42) and interviews (n=13) with principals in low-SES schools across the province of Alberta, Canada (Creswell & Guetterman, 2019). Although there were several key themes to emerge from the research, this paper focuses on the synthesis of a new model, the Quadratic Pathways Model, which was designed to inform system leaders of the various components that could enhance and sustain high principal efficacy and resilience in low-SES contexts. It offers principals a template that positively reconceptualises instructional leadership practices that enhance and nurture student success in challenging school contexts.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"307 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116196614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research on equity-focused school leadership reveals how it is relational, emotional, and activist. This paper adds imaginative to this set of leadership qualities. First, imagination is conceptualized as soil. Thinking of imagination in this grounded, ecological way can help address misconceptions around what imagination is and does in the context of school leadership. The next section outlines some of the relational, emotional, and activist features of equity-focused school leadership that are rooted in imagination. Imaginative Education is introduced as a theoretical framework that offers a practical set of (cognitive) tools that leaders may employ to cultivate imagination in pursuit of equity in their schools. The paper concludes with recommendations for future research.
{"title":"Engaging and Cultivating Imagination in Equity-Focused School Leadership","authors":"Gillian Judson","doi":"10.29173/ijll11","DOIUrl":"https://doi.org/10.29173/ijll11","url":null,"abstract":"Research on equity-focused school leadership reveals how it is relational, emotional, and activist. This paper adds imaginative to this set of leadership qualities. First, imagination is conceptualized as soil. Thinking of imagination in this grounded, ecological way can help address misconceptions around what imagination is and does in the context of school leadership. The next section outlines some of the relational, emotional, and activist features of equity-focused school leadership that are rooted in imagination. Imaginative Education is introduced as a theoretical framework that offers a practical set of (cognitive) tools that leaders may employ to cultivate imagination in pursuit of equity in their schools. The paper concludes with recommendations for future research.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126785227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
School leadership and organizational culture both play an influential role in student success and academic achievement. Because school cultures consist of levels that are explicit (easily observable manifestations) and implicit (taken-for-granted, underlying assumptions), veteran teachers usually have deeper understandings of school cultures. This paper describes a qualitative study that examined veteran teachers’ perceptions of school principals’ leadership influence on school culture within the secondary school setting in Ontario. Upon reviewing the relevant literature and methodological underpinnings, we detail key themes from the study: a) effective leadership’s impact on school culture, which aligned with authentic and transformational leadership models; b) ineffective leadership’s impact on school culture, consistent with models of irresponsible leadership; and c) external factors mitigating the influence of school leadership on school culture. The paper concludes with implications for practice and further research.
{"title":"Veteran Teachers’ Perceptions of Principals’ Leadership Influence on School Culture","authors":"Maciej Gebczynski, Benjamin Kutsyuruba","doi":"10.29173/ijll13","DOIUrl":"https://doi.org/10.29173/ijll13","url":null,"abstract":"School leadership and organizational culture both play an influential role in student success and academic achievement. Because school cultures consist of levels that are explicit (easily observable manifestations) and implicit (taken-for-granted, underlying assumptions), veteran teachers usually have deeper understandings of school cultures. This paper describes a qualitative study that examined veteran teachers’ perceptions of school principals’ leadership influence on school culture within the secondary school setting in Ontario. Upon reviewing the relevant literature and methodological underpinnings, we detail key themes from the study: a) effective leadership’s impact on school culture, which aligned with authentic and transformational leadership models; b) ineffective leadership’s impact on school culture, consistent with models of irresponsible leadership; and c) external factors mitigating the influence of school leadership on school culture. The paper concludes with implications for practice and further research.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"168 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113992312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
If the advancement of technology and knowledge were to somehow freeze today, current students would have a very fair chance at leading successful careers and being positive contributors to societies of the future. For obvious reasons, that is not going to happen. Watching television for a handful of minutes or browsing the internet for a short while will more than likely alert the user to the reality of technology: it is ever-changing, endlessly advancing, and rapidly evolving beyond imagination. In light of this, teachers and leaders face one of the most important, yet one of the most challenging, tasks: how can educators effectively prepare learners for this continuous advancement in technology? Developing future-ready learners requires teachers and leadership teams to embrace changes in technology and hone their practices to reflect that. Ideally, educators must incorporate the teaching of skills and competencies related to the creation and use of technology, so that future generations have the tools to be successful contributors to their societies. Likewise, leaders must take full advantage of their influence in order move teacher practice forward. Maintaining a balance between being a catalyst of change and empathetic to the needs of others will likely result in positive changes towards making the use of technology a staple of every classroom. The shift in teaching and learning discussed in this paper is not simply the addition of gadgets to the classroom setting, nor is it a call for some written work to be typed, coding challenges to be completed sporadically, and the building of Lego Mindstorms as STEM projects. While these activities definitely involve the use of technology, the idea is for educators to build learner confidence and skills to be able to use any technology that becomes available, and to problem-solve and collaborate to create and invent within all the different realms of technology.
{"title":"Leading the Charge: Shaping the Integration of Technology","authors":"Ashley Looysen, Moe Rachid","doi":"10.29173/ijll8","DOIUrl":"https://doi.org/10.29173/ijll8","url":null,"abstract":"If the advancement of technology and knowledge were to somehow freeze today, current students would have a very fair chance at leading successful careers and being positive contributors to societies of the future. For obvious reasons, that is not going to happen. Watching television for a handful of minutes or browsing the internet for a short while will more than likely alert the user to the reality of technology: it is ever-changing, endlessly advancing, and rapidly evolving beyond imagination. In light of this, teachers and leaders face one of the most important, yet one of the most challenging, tasks: how can educators effectively prepare learners for this continuous advancement in technology? \u0000Developing future-ready learners requires teachers and leadership teams to embrace changes in technology and hone their practices to reflect that. Ideally, educators must incorporate the teaching of skills and competencies related to the creation and use of technology, so that future generations have the tools to be successful contributors to their societies. Likewise, leaders must take full advantage of their influence in order move teacher practice forward. Maintaining a balance between being a catalyst of change and empathetic to the needs of others will likely result in positive changes towards making the use of technology a staple of every classroom. The shift in teaching and learning discussed in this paper is not simply the addition of gadgets to the classroom setting, nor is it a call for some written work to be typed, coding challenges to be completed sporadically, and the building of Lego Mindstorms as STEM projects. While these activities definitely involve the use of technology, the idea is for educators to build learner confidence and skills to be able to use any technology that becomes available, and to problem-solve and collaborate to create and invent within all the different realms of technology.","PeriodicalId":120758,"journal":{"name":"International Journal for Leadership in Learning","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128421611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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