Pub Date : 2023-07-10DOI: 10.1177/08920206231187344
Kevin J. Richardson, C. Lloyd, C. Donovan
{"title":"Towards a democratic professionalism in further education: Building from the ‘ground-up’","authors":"Kevin J. Richardson, C. Lloyd, C. Donovan","doi":"10.1177/08920206231187344","DOIUrl":"https://doi.org/10.1177/08920206231187344","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49170433","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 : 2023-07-06DOI: 10.1177/08920206231185964
A. Higgs
{"title":"Book review: Anti-Racist Educational Leadership and Policy: Addressing Racism in Public Education by Sarah Diem and Anjalé D. Welton","authors":"A. Higgs","doi":"10.1177/08920206231185964","DOIUrl":"https://doi.org/10.1177/08920206231185964","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49168785","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 : 2023-07-02DOI: 10.1177/08920206231185977
Christina Monika Samosir, Novita Fatimyati, Elmawati Elmawati
{"title":"Book Review: On Educational Leadership as Emancipatory Practice by Duncan Waite","authors":"Christina Monika Samosir, Novita Fatimyati, Elmawati Elmawati","doi":"10.1177/08920206231185977","DOIUrl":"https://doi.org/10.1177/08920206231185977","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49282882","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 : 2023-07-02DOI: 10.1177/08920206231185935
Mohammad Noman
This reflective essay argues that public school principals in China and Southeast Asia often demonstrate an inadequate understanding of their visioning responsibilities. They overlook the importance of creating a unique school vision that is tailored to their contextual requirements. Setting direction through a clear vision for the school is one of the four core leadership practices and has been extensively explored around the world. By drawing on personal reflection, this essay highlights the imperative for school principals from the regions to actively participate in developing a school vision that is contextually responsive for their school and also aligns with the guidelines of the department of education. Using three personal examples, it underscores the crucial role that visioning plays in a school's success and the indispensability of stakeholder's involvement in the visioning process.
{"title":"Reflection on visioning as a leadership practice","authors":"Mohammad Noman","doi":"10.1177/08920206231185935","DOIUrl":"https://doi.org/10.1177/08920206231185935","url":null,"abstract":"This reflective essay argues that public school principals in China and Southeast Asia often demonstrate an inadequate understanding of their visioning responsibilities. They overlook the importance of creating a unique school vision that is tailored to their contextual requirements. Setting direction through a clear vision for the school is one of the four core leadership practices and has been extensively explored around the world. By drawing on personal reflection, this essay highlights the imperative for school principals from the regions to actively participate in developing a school vision that is contextually responsive for their school and also aligns with the guidelines of the department of education. Using three personal examples, it underscores the crucial role that visioning plays in a school's success and the indispensability of stakeholder's involvement in the visioning process.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44503259","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 : 2023-07-01DOI: 10.1177/08920206231178240
B. Hughes
It gives me great pleasure to write this editorial as a new member of the MIE board in my deputy editor role, following in the footsteps of my colleague Dr Stephen Rayner. I am indebted to Paul Armstrong, Stephen and colleagues from SAGE for the warm welcome and smooth handover as I begin the new role. MIE is foundational in engaging widely with the field in supporting and facilitating thinking about management and leadership in education in its widest sense. Since 1987, its longevity as a journal of professional practice is testament to MIE’s wider remit where we welcome a diverse range of articles, including research findings, think pieces, book reviews all of which are peer reviewed ensuring the highest publishing standards and this edition is no exception. As a former practitioner and senior leader in high schools both in the UK and Hong Kong and presently working in academia as a lecturer in education policy and leadership at the University of Manchester, I am delighted to be directly supporting the journal’s ambitions moving forward. As usual we have a diverse and stimulating range of articles in this edition. We have three articles reporting on research findings, as well as a reflective piece and an opinion piece. Firstly, Pérez-Sánchez and colleagues explore challenge-based learning approaches in Colombia as a potential valid teaching intervention for university students on management degrees to develop solution based strategies in response to context-based real life situations. Findings suggest that students appreciate the opportunity of extensive collaboration, and that the approach has merit in enabling creative solutions to organisational problems. The strength lies in collaborative activities which are based on dynamic real-life situations adding valuable insights to the realities of organisational issues and problems. Our second article focuses on Malaysian primary teachers’ self-efficacy and job satisfaction. Using selfefficacy as a mediating mechanism, the authors tested the hypothesis that there is a causal relationship between self-efficacy, job satisfaction and professional commitment amongst schoolteachers in Malay public schools. Deploying thinking on motivation-hygiene theory the authors administered over 900 questionnaires and, using structural equation modelling concluded that self-efficacy and commitment amongst serving teachers directly impacted their job satisfaction. From a purely quantitative study on teacher satisfaction our next article utilises a mixed methods approach in analysing educational leaders’ navigation of gender stereotypes. The article forms part of a larger research project located in the Punjab region of Pakistan. In this article, Sahar et al. adopt a feminist educational leadership ontology to analyse the prevalence of socio-historical and cultural discourses around gender and equity in school leadership, which historically privilege notions of patriarchal values accentuating masculinities in leaders
{"title":"Editorial July 2023","authors":"B. Hughes","doi":"10.1177/08920206231178240","DOIUrl":"https://doi.org/10.1177/08920206231178240","url":null,"abstract":"It gives me great pleasure to write this editorial as a new member of the MIE board in my deputy editor role, following in the footsteps of my colleague Dr Stephen Rayner. I am indebted to Paul Armstrong, Stephen and colleagues from SAGE for the warm welcome and smooth handover as I begin the new role. MIE is foundational in engaging widely with the field in supporting and facilitating thinking about management and leadership in education in its widest sense. Since 1987, its longevity as a journal of professional practice is testament to MIE’s wider remit where we welcome a diverse range of articles, including research findings, think pieces, book reviews all of which are peer reviewed ensuring the highest publishing standards and this edition is no exception. As a former practitioner and senior leader in high schools both in the UK and Hong Kong and presently working in academia as a lecturer in education policy and leadership at the University of Manchester, I am delighted to be directly supporting the journal’s ambitions moving forward. As usual we have a diverse and stimulating range of articles in this edition. We have three articles reporting on research findings, as well as a reflective piece and an opinion piece. Firstly, Pérez-Sánchez and colleagues explore challenge-based learning approaches in Colombia as a potential valid teaching intervention for university students on management degrees to develop solution based strategies in response to context-based real life situations. Findings suggest that students appreciate the opportunity of extensive collaboration, and that the approach has merit in enabling creative solutions to organisational problems. The strength lies in collaborative activities which are based on dynamic real-life situations adding valuable insights to the realities of organisational issues and problems. Our second article focuses on Malaysian primary teachers’ self-efficacy and job satisfaction. Using selfefficacy as a mediating mechanism, the authors tested the hypothesis that there is a causal relationship between self-efficacy, job satisfaction and professional commitment amongst schoolteachers in Malay public schools. Deploying thinking on motivation-hygiene theory the authors administered over 900 questionnaires and, using structural equation modelling concluded that self-efficacy and commitment amongst serving teachers directly impacted their job satisfaction. From a purely quantitative study on teacher satisfaction our next article utilises a mixed methods approach in analysing educational leaders’ navigation of gender stereotypes. The article forms part of a larger research project located in the Punjab region of Pakistan. In this article, Sahar et al. adopt a feminist educational leadership ontology to analyse the prevalence of socio-historical and cultural discourses around gender and equity in school leadership, which historically privilege notions of patriarchal values accentuating masculinities in leaders","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"37 1","pages":"117 - 118"},"PeriodicalIF":1.3,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44728755","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 : 2023-06-27DOI: 10.1177/08920206231185947
Adriantoni, A. Komariah, Diding Nurdin, Endang Herawan
{"title":"Book Review: Islamic-Based Educational Leadership, Administration and Management: Challenging Expectations through Global Critical Insights by Khalid Arar, Rania Sawalhi, Amaarah DeCuir and Tasneem Amatullah","authors":"Adriantoni, A. Komariah, Diding Nurdin, Endang Herawan","doi":"10.1177/08920206231185947","DOIUrl":"https://doi.org/10.1177/08920206231185947","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43945512","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 : 2023-06-26DOI: 10.1177/08920206231181546
Abebaw Ayana Alene, Temesgen Kassa
The purpose of this study was to examine teachers’ readiness for change and the factors that contributed to it in secondary schools in the West Gojam Zone. The study used a correlational research design and a quantitative approach. Data were collected from 466 randomly selected teachers using a questionnaire and analyzed using descriptive statistics (mean, frequency, and percentage) and inferential statistics (one-sample t-test, independent sample t-test, one-way analysis of variance, Pearson's correlation coefficient, and multiple regression). The findings revealed that teachers were ready to implement planned educational changes. The principals made an effort to maintain strong staff cohesion, high organizational commitment, and minimal politicking during the change's implementation. They have also taken advantage of the school's positive track record of change. Process and context factors had statistically significant correlation with readiness for change at p < .05. The four context factors (organizational politicking, history of change, staff cohesion, and organizational commitment) and a process factor (communication of change) contribute to 31.3% of the variations in teachers’ readiness for change. This confirms that teachers’ readiness for change is a function of both context and process factors.
{"title":"The effect of process and context factors on teachers’ readiness for change in West Gojam Zone secondary schools of Ethiopia","authors":"Abebaw Ayana Alene, Temesgen Kassa","doi":"10.1177/08920206231181546","DOIUrl":"https://doi.org/10.1177/08920206231181546","url":null,"abstract":"The purpose of this study was to examine teachers’ readiness for change and the factors that contributed to it in secondary schools in the West Gojam Zone. The study used a correlational research design and a quantitative approach. Data were collected from 466 randomly selected teachers using a questionnaire and analyzed using descriptive statistics (mean, frequency, and percentage) and inferential statistics (one-sample t-test, independent sample t-test, one-way analysis of variance, Pearson's correlation coefficient, and multiple regression). The findings revealed that teachers were ready to implement planned educational changes. The principals made an effort to maintain strong staff cohesion, high organizational commitment, and minimal politicking during the change's implementation. They have also taken advantage of the school's positive track record of change. Process and context factors had statistically significant correlation with readiness for change at p < .05. The four context factors (organizational politicking, history of change, staff cohesion, and organizational commitment) and a process factor (communication of change) contribute to 31.3% of the variations in teachers’ readiness for change. This confirms that teachers’ readiness for change is a function of both context and process factors.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43003589","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 : 2023-06-22DOI: 10.1177/08920206231177375
Donnie Adams, S. Namoco, A. Ng, Kenny S. L. Cheah
The Philippines is one of very few countries in the world where schools have continuously remained closed since the coronavirus pandemic began in 2019. There is little known about how school principals face the challenges that arise from the pandemic, and the future goals for the new normal. The purpose of this article is to explore the school principals’ management practices, leadership styles, challenges encountered, and future goals in response to the pandemic in the context of Philippine schools. This study employed a qualitative research approach using an open-ended online survey with 52 school principals. Findings rendered a contextualisation of their school management practices, leadership styles, challenges encountered during the pandemic, and future goals for the new normal. This study contributes to the knowledge base on school leadership during the pandemic by providing unique insights into the Philippines.
{"title":"Leading schools during a pandemic and beyond: Insights from principals in the Philippines","authors":"Donnie Adams, S. Namoco, A. Ng, Kenny S. L. Cheah","doi":"10.1177/08920206231177375","DOIUrl":"https://doi.org/10.1177/08920206231177375","url":null,"abstract":"The Philippines is one of very few countries in the world where schools have continuously remained closed since the coronavirus pandemic began in 2019. There is little known about how school principals face the challenges that arise from the pandemic, and the future goals for the new normal. The purpose of this article is to explore the school principals’ management practices, leadership styles, challenges encountered, and future goals in response to the pandemic in the context of Philippine schools. This study employed a qualitative research approach using an open-ended online survey with 52 school principals. Findings rendered a contextualisation of their school management practices, leadership styles, challenges encountered during the pandemic, and future goals for the new normal. This study contributes to the knowledge base on school leadership during the pandemic by providing unique insights into the Philippines.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44526587","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 : 2023-06-06DOI: 10.1177/08920206231178905
M. Cole
Equal opportunities for children, regardless of socioeconomic status, race, or gender, have been well publicised in recent times with equity in education recognised as an influential factor in social mobility. Progress in this area should not be left to chance; nor should it be dependent on which teacher a child is taught by, which school they attend or the quality of a school's professional development provision. Studies however repeatedly show significant variation in children's learning experiences when compared both within a school and between different schools. The effective leadership of professional learning can act as a positive change vehicle for improving teacher quality and consistency to support educational equity; yet ironically teachers, whose core purpose is to help their students learn, often experience ineffective professional learning opportunities themselves. This case study provides five key interdependent themes which can be used to inform effective leadership of professional learning within British Curriculum Primary schools.
{"title":"Educational equity could be improved by better professional learning - a case study","authors":"M. Cole","doi":"10.1177/08920206231178905","DOIUrl":"https://doi.org/10.1177/08920206231178905","url":null,"abstract":"Equal opportunities for children, regardless of socioeconomic status, race, or gender, have been well publicised in recent times with equity in education recognised as an influential factor in social mobility. Progress in this area should not be left to chance; nor should it be dependent on which teacher a child is taught by, which school they attend or the quality of a school's professional development provision. Studies however repeatedly show significant variation in children's learning experiences when compared both within a school and between different schools. The effective leadership of professional learning can act as a positive change vehicle for improving teacher quality and consistency to support educational equity; yet ironically teachers, whose core purpose is to help their students learn, often experience ineffective professional learning opportunities themselves. This case study provides five key interdependent themes which can be used to inform effective leadership of professional learning within British Curriculum Primary schools.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42845797","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 : 2023-06-06DOI: 10.1177/08920206231177535
M. Connolly, C. James, Luke Murtagh
This article analyses recent developments in school governance in Ireland. The context for school governance in Ireland is changing. Features of this new context include increased population diversity partly because of immigration; an increasingly negative attitude to religion; a decline in religious observance; economic growth; the school performance compared with other countries; increasing population size; the nature of the electoral system, which brings local issues to the fore; and the unionization of the teaching profession, which affects system change. This changing context is set against the embedded and strong influence of organised religion. Disquiet at the church's influence on educational policy and practice is increasing. The government's intention to address this influence is slow to impact but evidence indicates that the role of religious institutions in school governing in Ireland is declining. Because the present situation is unsustainable, a crisis in school patronage is looming.
{"title":"Reflections on recent developments in the governance of schools in Ireland and the role of the church","authors":"M. Connolly, C. James, Luke Murtagh","doi":"10.1177/08920206231177535","DOIUrl":"https://doi.org/10.1177/08920206231177535","url":null,"abstract":"This article analyses recent developments in school governance in Ireland. The context for school governance in Ireland is changing. Features of this new context include increased population diversity partly because of immigration; an increasingly negative attitude to religion; a decline in religious observance; economic growth; the school performance compared with other countries; increasing population size; the nature of the electoral system, which brings local issues to the fore; and the unionization of the teaching profession, which affects system change. This changing context is set against the embedded and strong influence of organised religion. Disquiet at the church's influence on educational policy and practice is increasing. The government's intention to address this influence is slow to impact but evidence indicates that the role of religious institutions in school governing in Ireland is declining. Because the present situation is unsustainable, a crisis in school patronage is looming.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45312338","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：