Pub Date : 2024-03-03DOI: 10.22230/ijepl.2024v20n1a1315
Annie George-Puskar, Elizabeth Beavers, Deborah Bruns, Chloe Lindner
As the field of early intervention/early childhood special education (EI/ECSE) focuses intently on building, supporting, and sustaining leaders across varying contexts and roles, this study introduced the concept of self-leadership to EI/ECSE self-identified leaders. The research explores differences in self-rated skills based on role, analyzes themes of goals for developing self-leadership skills, and analyzes the measurability of goals set by participants. Fifty-six participants completed the Abbreviated Self-Leadership Questionnaire (ASLQ) (Houghton, Dawley, & DiLiello, 2012), self-rated their own skills, and identified leadership goals. Results show that participants scored themselves highest on evaluating beliefs and assumptions about self-leadership. Self-identified goals resulted in three primary themes (administrative tasks, relationship building and coaching, and growth in learning). Directions for future research, policy, and recommendations for practice are discussed.
{"title":"Process of Self-Leadership: Establishing Yourself as Leader No Matter Your Role","authors":"Annie George-Puskar, Elizabeth Beavers, Deborah Bruns, Chloe Lindner","doi":"10.22230/ijepl.2024v20n1a1315","DOIUrl":"https://doi.org/10.22230/ijepl.2024v20n1a1315","url":null,"abstract":"As the field of early intervention/early childhood special education (EI/ECSE) focuses intently on building, supporting, and sustaining leaders across varying contexts and roles, this study introduced the concept of self-leadership to EI/ECSE self-identified leaders. The research explores differences in self-rated skills based on role, analyzes themes of goals for developing self-leadership skills, and analyzes the measurability of goals set by participants. Fifty-six participants completed the Abbreviated Self-Leadership Questionnaire (ASLQ) (Houghton, Dawley, & DiLiello, 2012), self-rated their own skills, and identified leadership goals. Results show that participants scored themselves highest on evaluating beliefs and assumptions about self-leadership. Self-identified goals resulted in three primary themes (administrative tasks, relationship building and coaching, and growth in learning). Directions for future research, policy, and recommendations for practice are discussed.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"21 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140267084","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}
Pub Date : 2023-11-29DOI: 10.22230/ijepl.2023v19n2a1299
Puay Huat Chua, Sao-Ee Goh, Ren Feng Lorraine Ow, Woei Ling Monica Ong, Ching Leen Chiam, May Ching Monica Lim
This study aims to address the gap in understanding the impact arising from education research, researcher collaborations with stakeholders, and knowledge mobilization activities in Singapore. Eight cases of local research projects are used to understand the phenomenon of research impact in different context-specific settings. The findings reveal differing perceptions of impact among research users and researchers, and cohesion on the factors that contribute to research impact. Drawing from the findings, the authors propose three emerging principles that can enhance research impact efforts: a) frontloading the intended research impact, b) building mutualistic relationships, and c) co-constructing research. The findings and emerging questions from the study contribute to the growing body of scholarship to help researchers and stakeholders strengthen the research-practice-policy nexus.
{"title":"What Makes Education Research Impactful – Case Studies of Research Projects in Singapore","authors":"Puay Huat Chua, Sao-Ee Goh, Ren Feng Lorraine Ow, Woei Ling Monica Ong, Ching Leen Chiam, May Ching Monica Lim","doi":"10.22230/ijepl.2023v19n2a1299","DOIUrl":"https://doi.org/10.22230/ijepl.2023v19n2a1299","url":null,"abstract":"This study aims to address the gap in understanding the impact arising from education research, researcher collaborations with stakeholders, and knowledge mobilization activities in Singapore. Eight cases of local research projects are used to understand the phenomenon of research impact in different context-specific settings. The findings reveal differing perceptions of impact among research users and researchers, and cohesion on the factors that contribute to research impact. Drawing from the findings, the authors propose three emerging principles that can enhance research impact efforts: a) frontloading the intended research impact, b) building mutualistic relationships, and c) co-constructing research. The findings and emerging questions from the study contribute to the growing body of scholarship to help researchers and stakeholders strengthen the research-practice-policy nexus.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139210957","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}
Pub Date : 2023-11-17DOI: 10.22230/ijepl.2023v19n2a1355
Gillian Judson, Michael Datura
This pilot implementation study examines the experiences of ten teachers who have employed a place-based learning resource called A Walking Curriculum for one to three years. A Walking Curriculum is an example of Imaginative Ecological Education—a pedagogical approach that centralizes imaginative engagement, emotional connection, and somatic understanding in place-based learning. Initially, researchers sought to understand teachers’ practices and to determine how (or if) A Walking Curriculum provided teachers with a deeper insight into the principles of Imaginative Ecological Education underlying it. The research focus shifted to the nature of professional development and the meaning of educational change in a more-than-human world. This article considers policy implications of an ecological model of educational change that might better align with the eco-social transformation intentions of Imaginative Ecological Education.
{"title":"A Walking Curriculum: From “Good Ideas for Walks” to Transformative Design for Eco-Social Change","authors":"Gillian Judson, Michael Datura","doi":"10.22230/ijepl.2023v19n2a1355","DOIUrl":"https://doi.org/10.22230/ijepl.2023v19n2a1355","url":null,"abstract":"This pilot implementation study examines the experiences of ten teachers who have employed a place-based learning resource called A Walking Curriculum for one to three years. A Walking Curriculum is an example of Imaginative Ecological Education—a pedagogical approach that centralizes imaginative engagement, emotional connection, and somatic understanding in place-based learning. Initially, researchers sought to understand teachers’ practices and to determine how (or if) A Walking Curriculum provided teachers with a deeper insight into the principles of Imaginative Ecological Education underlying it. The research focus shifted to the nature of professional development and the meaning of educational change in a more-than-human world. This article considers policy implications of an ecological model of educational change that might better align with the eco-social transformation intentions of Imaginative Ecological Education.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139262764","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}
Pub Date : 2023-11-15DOI: 10.22230/ijepl.2023v19n2a1339
Elizabeth Villares, A. E. Miller, Jennifer Chevalier
This meta-analysis investigates the impact of the Leader in Me process on teachers’ perceptions of their school climates and student behaviour. Twelve studies involving 198,176 students resulted in an overall effect size of d = .20. The effect sizes for student climate (d = .34) and student behaviour (d = .16) were determined separately. The results of this meta-analysis connect the Leader in Me intervention with the whole-school implementation model for maintaining a supportive learning environment.
{"title":"The Impact of Leader in Me on the School Climate and Student Behaviors: A Meta-Analysis","authors":"Elizabeth Villares, A. E. Miller, Jennifer Chevalier","doi":"10.22230/ijepl.2023v19n2a1339","DOIUrl":"https://doi.org/10.22230/ijepl.2023v19n2a1339","url":null,"abstract":"This meta-analysis investigates the impact of the Leader in Me process on teachers’ perceptions of their school climates and student behaviour. Twelve studies involving 198,176 students resulted in an overall effect size of d = .20. The effect sizes for student climate (d = .34) and student behaviour (d = .16) were determined separately. The results of this meta-analysis connect the Leader in Me intervention with the whole-school implementation model for maintaining a supportive learning environment.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"AES-9 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139272568","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}
Pub Date : 2023-11-07DOI: 10.22230/ijepl.2023v19n2a1265
Fabienne Renard, Antoine Derobertmasure, Marc Demeuse
Since 2017, new modes of regulation have been implemented in French-speaking Belgium and have resulted in responsibilization and accountability policies. This article aims to define the characteristics of control regulation, which corresponds to explicit and official rules implemented by the central government. Based on a textual analysis (NVivo® software) of legal texts published between 2017 and 2019, it aims to understand this regulation. This article consists, firstly, of an analysis of the way in which these texts define concepts reflecting the reform of governance in French- speaking Belgium (accountability, autonomy, etc.). Secondly, the “consistency” between this analysis and the literature is examined. This analysis is enriched by a qualitative analysis of interviews conducted with stakeholders in the system (N = 5) regarding the way they mobilize these concepts. The aim is to approach autonomous regulation, corresponding to the rules produced within the organization by the individuals who make it up and their interpretation, so that it corresponds to their “reality in the field.” Based on these levels of analysis, this article intends to identify the extent to which these stakeholders take up the meaning of these concepts from the corpus and/or the literature in their discourse, but also how they alter, deviate from, or interpret it.
{"title":"The Role of Accountability in the Belgian Education System: From Control Regulation to Autonomous Regulation","authors":"Fabienne Renard, Antoine Derobertmasure, Marc Demeuse","doi":"10.22230/ijepl.2023v19n2a1265","DOIUrl":"https://doi.org/10.22230/ijepl.2023v19n2a1265","url":null,"abstract":"Since 2017, new modes of regulation have been implemented in French-speaking Belgium and have resulted in responsibilization and accountability policies. This article aims to define the characteristics of control regulation, which corresponds to explicit and official rules implemented by the central government. Based on a textual analysis (NVivo® software) of legal texts published between 2017 and 2019, it aims to understand this regulation. This article consists, firstly, of an analysis of the way in which these texts define concepts reflecting the reform of governance in French- speaking Belgium (accountability, autonomy, etc.). Secondly, the “consistency” between this analysis and the literature is examined. This analysis is enriched by a qualitative analysis of interviews conducted with stakeholders in the system (N = 5) regarding the way they mobilize these concepts. The aim is to approach autonomous regulation, corresponding to the rules produced within the organization by the individuals who make it up and their interpretation, so that it corresponds to their “reality in the field.” Based on these levels of analysis, this article intends to identify the extent to which these stakeholders take up the meaning of these concepts from the corpus and/or the literature in their discourse, but also how they alter, deviate from, or interpret it.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"66 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135540173","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}
Pub Date : 2023-09-05DOI: 10.22230/ijepl.2023v19n2a1291
Carolyn Hayward, Matthew Ohlson
The purpose of this study was to investigate how elementary teachers rate their level of self-efficacy and to examine the characteristics of school leaders influencing teacher self-efficacy, including when teachers worked from home during the COVID-19 school shutdown. On the Teachers’ Sense of Efficacy Scale (TSES), all 287 participating teachers rated their self-efficacy in the high or moderate range. On the Principal Rating and Ranking Scale (PRRS), teachers reported that Communication, Inspiring Group Purpose, Consideration, and Empowering Staff were the most important characteristics of leaders related to teacher self-efficacy. The teachers interviewed reported that Communication and Flexibility were their principals’ most supportive leadership characteristics during the COVID-19 school shutdown, and that areas for improvement were more Communication, Situational Awareness, and Modelling Instructional Expectations. This work gives district leaders a clearer understanding of practices, strategies, and behaviours they can implement to improve teacher self-efficacy, teacher practice, and student achievement.
{"title":"Teachers' Perspectives on Teacher Self-Efficacy and Principal Leadership Characteristics","authors":"Carolyn Hayward, Matthew Ohlson","doi":"10.22230/ijepl.2023v19n2a1291","DOIUrl":"https://doi.org/10.22230/ijepl.2023v19n2a1291","url":null,"abstract":"The purpose of this study was to investigate how elementary teachers rate their level of self-efficacy and to examine the characteristics of school leaders influencing teacher self-efficacy, including when teachers worked from home during the COVID-19 school shutdown. On the Teachers’ Sense of Efficacy Scale (TSES), all 287 participating teachers rated their self-efficacy in the high or moderate range. On the Principal Rating and Ranking Scale (PRRS), teachers reported that Communication, Inspiring Group Purpose, Consideration, and Empowering Staff were the most important characteristics of leaders related to teacher self-efficacy. The teachers interviewed reported that Communication and Flexibility were their principals’ most supportive leadership characteristics during the COVID-19 school shutdown, and that areas for improvement were more Communication, Situational Awareness, and Modelling Instructional Expectations. This work gives district leaders a clearer understanding of practices, strategies, and behaviours they can implement to improve teacher self-efficacy, teacher practice, and student achievement.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"322 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132202289","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}
Pub Date : 2023-09-05DOI: 10.22230/ijepl.2023v19n2a1227
Andrew Foran, David Young, Jeff Jackson
The legalities around incidents in outdoor education (OE) are undeniable, and ignorance is not a defence. Using case study analysis specific to legal literacy, we extend this analysis to include the “7 Rights” framework and add two additional rights for consideration, referred to as the 9 Rights. This discussion organizes what is publicly available on the Toronto District School Board (TDSB) outing, and death of Jeremiah Perry, and draw insights from the decision of the Ontario Superior Court of Justice in the subsequent criminal negligence trial. We present our analysis and recommendations, based on the 9 Rights. By exploring pertinent legal terminology, relevant to this case, the 9 Rights guides risk analysis for trip planning, in-field risk assessment, and risk management. The unfortunate crux of this discussion, and many OE incidents in Canada, is that the law enters the learning equation only after something goes wrong.
{"title":"Another Tragedy in Outdoor Education","authors":"Andrew Foran, David Young, Jeff Jackson","doi":"10.22230/ijepl.2023v19n2a1227","DOIUrl":"https://doi.org/10.22230/ijepl.2023v19n2a1227","url":null,"abstract":"The legalities around incidents in outdoor education (OE) are undeniable, and ignorance is not a defence. Using case study analysis specific to legal literacy, we extend this analysis to include the “7 Rights” framework and add two additional rights for consideration, referred to as the 9 Rights. This discussion organizes what is publicly available on the Toronto District School Board (TDSB) outing, and death of Jeremiah Perry, and draw insights from the decision of the Ontario Superior Court of Justice in the subsequent criminal negligence trial. We present our analysis and recommendations, based on the 9 Rights. By exploring pertinent legal terminology, relevant to this case, the 9 Rights guides risk analysis for trip planning, in-field risk assessment, and risk management. The unfortunate crux of this discussion, and many OE incidents in Canada, is that the law enters the learning equation only after something goes wrong.","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124161852","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}
Pub Date : 2023-07-24DOI: 10.22230/ijepl.2023v19n1a1327
Christine Edwards-Groves, Catherine Attard, Peter Grootenboer, Sharon K Tindall-Ford
While educational institutions are increasingly acknowledging the importance of middle leaders for improving teaching, there is little research on middle leaders’ specific leading practices compared with, for example, principals. Evidence delineating and describing specific middle leading practice is scant. Drawing on practice theory, this article presents preliminary results from the first phase of a four-year Australian project examining the “flow of influence” of middle leading practices on teacher development. Thematic analysis of interviews reveals the multidimensionality of middle leading, and specifically, ways in which the practices of facilitating, mentoring, and coaching are nuanced and distinctive in their arrangement, intent, and relationality. Results have important implications that cannot be ignored by school leaders and policymakers seeking to improve broader systemic support for building and refining middle leading practices. RésuméBien que les établissements d’enseignement reconnaissent de plus en plus l’importance des cadres intermédiaires pour l’amélioration de l’enseignement, il existe peu de recherches sur le leadership de ces cadres relatives, par exemple, à celui des directeurs d’école. Les descriptions et analyses des pratiques spécifiques aux cadres intermédiaires sont rares. Cet article s’inspire de la théorie d’entraînement pour présenter les résultats préliminaires de la première étape d’un projet australien s’échelonnant sur quatre ans qui examine les « flux d’influence » des cadres intermédiaires sur le développement de l’enseignement. Une analyse thématique d’entretiens révèle le caractère multidimensionnel de la direction intermédiaire et, plus particulièrement, les manières dont la facilitation, le mentorat et l’accompagnement, en ce qui a trait à leur structure, leurs intentions et leur relationnalité, sont nuancés et distincts. Les résultats de cette recherche ont des implications importantes que ne peuvent pas ignorer les dirigeants et responsables des écoles qui cherchent à offrir un meilleur appui systémique pour améliorer et peaufiner les pratiques propres aux cadres intermédiaires. Keywords / Mots clés : coaching, facilitating, mentoring, middle leadership, practice architectures / accompagnement professionnel, facilitation, mentorat, cadres intermédiaires, architectures des activités
{"title":"Middle Leading Practices of Facilitation, Mentoring, and Coaching for Teacher Development: A Focus on Intent and Relationality","authors":"Christine Edwards-Groves, Catherine Attard, Peter Grootenboer, Sharon K Tindall-Ford","doi":"10.22230/ijepl.2023v19n1a1327","DOIUrl":"https://doi.org/10.22230/ijepl.2023v19n1a1327","url":null,"abstract":"While educational institutions are increasingly acknowledging the importance of middle leaders for improving teaching, there is little research on middle leaders’ specific leading practices compared with, for example, principals. Evidence delineating and describing specific middle leading practice is scant. Drawing on practice theory, this article presents preliminary results from the first phase of a four-year Australian project examining the “flow of influence” of middle leading practices on teacher development. Thematic analysis of interviews reveals the multidimensionality of middle leading, and specifically, ways in which the practices of facilitating, mentoring, and coaching are nuanced and distinctive in their arrangement, intent, and relationality. Results have important implications that cannot be ignored by school leaders and policymakers seeking to improve broader systemic support for building and refining middle leading practices.\u0000RésuméBien que les établissements d’enseignement reconnaissent de plus en plus l’importance des cadres intermédiaires pour l’amélioration de l’enseignement, il existe peu de recherches sur le leadership de ces cadres relatives, par exemple, à celui des directeurs d’école. Les descriptions et analyses des pratiques spécifiques aux cadres intermédiaires sont rares. Cet article s’inspire de la théorie d’entraînement pour présenter les résultats préliminaires de la première étape d’un projet australien s’échelonnant sur quatre ans qui examine les « flux d’influence » des cadres intermédiaires sur le développement de l’enseignement. Une analyse thématique d’entretiens révèle le caractère multidimensionnel de la direction intermédiaire et, plus particulièrement, les manières dont la facilitation, le mentorat et l’accompagnement, en ce qui a trait à leur structure, leurs intentions et leur relationnalité, sont nuancés et distincts. Les résultats de cette recherche ont des implications importantes que ne peuvent pas ignorer les dirigeants et responsables des écoles qui cherchent à offrir un meilleur appui systémique pour améliorer et peaufiner les pratiques propres aux cadres intermédiaires.\u0000Keywords / Mots clés : coaching, facilitating, mentoring, middle leadership, practice architectures / accompagnement professionnel, facilitation, mentorat, cadres intermédiaires, architectures des activités","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132594118","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}
Pub Date : 2023-07-14DOI: 10.22230/ijepl.2023v19n1a1193
Athanasia Gaitanidou, A. Laios, Vassiliki Derri, D. Chatzoudes
Over the last decades, rigorous research has been carried out concerning the most appropriate leadership style of school principals and the two basic conceptual models of transformational and instructional leadership. However, the practices and behaviours of principals as they affect the successful implementation of cross-thematic integration have not been sufficiently explored. This article examines the relationship between the factors’ “transformational leadership” and “instructional leadership” for enhancing cross-thematic teaching. Quantitative empirical research was conducted on a sample of 251 principals of Greek primary schools. The results reveal a positive and statistically significant relationship between the two main factors of this study. RésuméAu cours des dernières décennies, des recherches rigoureuses ont été menées sur le mode de direction qui serait le plus approprié pour les directeurs d’école ainsi que sur les deux modèles conceptuels de base que sont le leadership transformationnel et le leadership pédagogique. Cependant, l’exploration n’a pas été suffisante en ce qui a trait aux pratiques et comportements des directeurs ayant un effet sur la mise en place réussie de l’intégration multithématique. Cet article examine le rapport entre les facteurs « leadership transformationnel » et « leadership pédagogique » qui permettrait d’améliorer l’enseignement multithématique. Pour ce faire, une recherche empirique quantitative a été menée sur un échantillon de 251 directeurs d’écoles primaires en Grèce. Les résultats révèlent un rapport positif et statistiquement significatif entre les deux facteurs principaux de cette étude. Keywords / Mots clés : school leadership, transformational leadership, physical education, cross-thematic teaching, structural equation modelling (SEM), Greece / leadership à l’école, leadership transformationnel, éducation physique, enseignementmultithématique, modélisation d’équations structurelles, Grèce
{"title":"Transformational and Instructional Leadership in Cross-Thematic Teaching","authors":"Athanasia Gaitanidou, A. Laios, Vassiliki Derri, D. Chatzoudes","doi":"10.22230/ijepl.2023v19n1a1193","DOIUrl":"https://doi.org/10.22230/ijepl.2023v19n1a1193","url":null,"abstract":"Over the last decades, rigorous research has been carried out concerning the most appropriate leadership style of school principals and the two basic conceptual models of transformational and instructional leadership. However, the practices and behaviours of principals as they affect the successful implementation of cross-thematic integration have not been sufficiently explored. This article examines the relationship between the factors’ “transformational leadership” and “instructional leadership” for enhancing cross-thematic teaching. Quantitative empirical research was conducted on a sample of 251 principals of Greek primary schools. The results reveal a positive and statistically significant relationship between the two main factors of this study.\u0000RésuméAu cours des dernières décennies, des recherches rigoureuses ont été menées sur le mode de direction qui serait le plus approprié pour les directeurs d’école ainsi que sur les deux modèles conceptuels de base que sont le leadership transformationnel et le leadership pédagogique. Cependant, l’exploration n’a pas été suffisante en ce qui a trait aux pratiques et comportements des directeurs ayant un effet sur la mise en place réussie de l’intégration multithématique. Cet article examine le rapport entre les facteurs « leadership transformationnel » et « leadership pédagogique » qui permettrait d’améliorer l’enseignement multithématique. Pour ce faire, une recherche empirique quantitative a été menée sur un échantillon de 251 directeurs d’écoles primaires en Grèce. Les résultats révèlent un rapport positif et statistiquement significatif entre les deux facteurs principaux de cette étude.\u0000Keywords / Mots clés : school leadership, transformational leadership, physical education, cross-thematic teaching, structural equation modelling (SEM), Greece / leadership à l’école, leadership transformationnel, éducation physique, enseignementmultithématique, modélisation d’équations structurelles, Grèce","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"6 Suppl 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123580733","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}
Pub Date : 2023-07-14DOI: 10.22230/ijepl.2023v19n1a1257
David T. Marshall, David Shannon, Savanna M. Love, Natalie M. Neugebauer
Teaching during the 2020–2021 school year was fraught with challenges related to the COVID-19 pandemic. In the United States, teacher experiences varied greatly. Teacher attrition has been a concern for years, and contemporary media outlets reported that this was exacerbated by the pandemic. The authors surveyed teachers nationally between January and February 2021 (n = 334) to uncover what factors were related to teachers’ reported intention to remain in the classroom after the 2020– 2021 school year. Logistic regression findings indicate that teachers approaching retirement age and those teaching in private schools were significantly less likely to report an intention to remain at their school while elementary school teachers were more likely to stay. Conversely, we found that teacher autonomy, job satisfaction, and student access to resources outside of school were all positively associated with an intention to remain in their current position. RésuméAu cours de l’année scolaire 2020–2021, l’enseignement a fait face à de nombreux défis reliés à la pandémie de la COVID-19. Aux États-Unis, les expériences des enseignants ont été très diverses. Depuis des années, l’érosion de l’effectif est un souci, et les médias contemporains signalent que la pandémie a augmenté celle-ci. En janvier et février 2021, les auteurs ont sondé des enseignants à l’échelle nationale (n = 334) afin de relever les facteurs ayant motivé ceux-ci à vouloir continuer audelà de 2020–2021. Une régression logistique effectuée par les auteurs indique que les enseignants proches de la retraite et ceux travaillant dans des écoles privées étaient moins enclins à rapporter l’intention de rester dans leurs écoles tandis que les enseignants des écoles élémentaires avaient davantage l’intention de persévérer. En général, les auteurs ont trouvé que l’autonomie de l’enseignant, la satisfaction au travail, et l’accès des étudiants à des ressources au-delà de leur école étaient tous positivement associés au désir de continuer à enseigner. Keywords / Mots clés : COVID-19, teacher retention, teacher attrition, teacher autonomy, job satisfaction, retirement age / COVID-19, fidélisation des enseignants, attrition des enseignants, autonomie des enseignants, satisfaction au travail, âge de la retraite
2020-2021学年的教学充满了与COVID-19大流行相关的挑战。在美国，教师的经历差别很大。多年来，教师流失一直是一个令人担忧的问题，据当代媒体报道，疫情加剧了这一问题。作者在2021年1月至2月期间对全国教师进行了调查(n = 334)，以揭示哪些因素与教师报告的2020 - 2021学年后留在教室的意愿有关。Logistic回归结果表明，接近退休年龄的教师和私立学校的教师明显不太可能报告留在学校的意图，而小学教师则更有可能留在学校。相反，我们发现教师自主权、工作满意度和学生获得校外资源的机会都与留在当前职位的意愿呈正相关。在2020-2021年期间，将对所有与新冠病毒有关的和其他与新冠病毒有关的与新冠病毒有关的与新冠病毒有关的与新冠病毒有关的与新冠病毒有关的与新冠病毒有关的与新冠病毒有关的。在États-Unis中，较少的经验表明，不同的人无法获得不同的经验。“代替”、“代替”、“代替”、“代替”、“代替”、“代替”、“代替”、“代替”、“代替”。En janvier et fcv - 2021, les auteurs ont sondous des enseignants (n = 334)在相关的因素和动机(n = 334)之后，分析了En janvier et fcv - 2021 (n = 334)，分析了En janvier et fcv - 2021 (n = 334)。一种返程物流效应，即:返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输，返程运输在交换条件下，交换交换条件下，交换交换条件下，交换交换条件下，交换交换条件下，交换交换条件下，交换交换条件下，交换交换条件下，交换交换条件下，交换交换条件下，交换交换条件下，交换交换条件下，交换交换条件下，交换交换条件下，交换交换条件。关键词/ Mots类:COVID-19，教师留任，教师流失，教师自主，工作满意度，退休年龄/ COVID-19，教师离职后的离职，离职后的离职，离职后的离职，离职后的离职，离职后的离职，工作满意度，离职后的离职
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