Pub Date : 2023-05-31DOI: 10.1177/08920206231176047
Avinash D. Pathardikar, Abhinav Srivastava, Priyam Seth, Sangeeta Sahu
The present study attempts to address the issue of role-overload among Indian school teachers. Indian school teachers are overloaded; they need to perform many non-academic assignments, resulting in disengagement from their work. Data was collected from 630 school teachers working in the central part of the Indian subcontinent. The study considers the Job-Demand and Resource model to predict work engagement. We have taken role-overload as job demand and self-esteem as the job resource to predict work engagement. The model is confirmed through structural equation modeling. Findings indicate that role-overload affects work engagement negatively. Self-esteem influences work engagement positively and mediates between role-overload and work engagement.
{"title":"Role-overload and self-esteem affecting work engagement among school teachers","authors":"Avinash D. Pathardikar, Abhinav Srivastava, Priyam Seth, Sangeeta Sahu","doi":"10.1177/08920206231176047","DOIUrl":"https://doi.org/10.1177/08920206231176047","url":null,"abstract":"The present study attempts to address the issue of role-overload among Indian school teachers. Indian school teachers are overloaded; they need to perform many non-academic assignments, resulting in disengagement from their work. Data was collected from 630 school teachers working in the central part of the Indian subcontinent. The study considers the Job-Demand and Resource model to predict work engagement. We have taken role-overload as job demand and self-esteem as the job resource to predict work engagement. The model is confirmed through structural equation modeling. Findings indicate that role-overload affects work engagement negatively. Self-esteem influences work engagement positively and mediates between role-overload and work engagement.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43703208","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 : 2023-05-25DOI: 10.1177/08920206231172603
G. Beauchamp, Andrew Joyce-Gibbons, L. Clarke, Moira Hulme, Lorna Hamilton, J. Harvey
The coronavirus disease 2019 pandemic brought seismic changes to schooling which few could have anticipated. Across the four countries of the UK, (England, Scotland, Wales and Northern Ireland) urgent changes to the locus and focus of education were required. This paper conceptualises how headteachers led their schools in the use of digital technology as they adjusted to teaching and learning in the early stages of a UK wide school ‘lockdown’. The study uses data from extensive interviews with the headteachers of 12 schools across all phases of learning in schools in all four countries in the UK. The analysis uses elements of Cashman's et al.'s (2014) ‘leadership by convening’ lenses to conduct a threefold analysis of the transcripts: the direction of communications (internal/external); the timeframes (synchronous/asynchronous); and headteachers’ perceptions of how their digital technology helped them navigate challenges. These challenges are classified as: (a) technical – The solution required technology or technical expertise; (b) adaptive – The solution required a change in behaviour by at least one party in the communication process (internal or external); (c) organisational – solutions to these challenges contained both a technological and a behavioural component. A new model of leadership with technology is suggested.
{"title":"Conceptualising headteachers’ leadership of technology in schools across the United Kingdom during early coronavirus disease 2019","authors":"G. Beauchamp, Andrew Joyce-Gibbons, L. Clarke, Moira Hulme, Lorna Hamilton, J. Harvey","doi":"10.1177/08920206231172603","DOIUrl":"https://doi.org/10.1177/08920206231172603","url":null,"abstract":"The coronavirus disease 2019 pandemic brought seismic changes to schooling which few could have anticipated. Across the four countries of the UK, (England, Scotland, Wales and Northern Ireland) urgent changes to the locus and focus of education were required. This paper conceptualises how headteachers led their schools in the use of digital technology as they adjusted to teaching and learning in the early stages of a UK wide school ‘lockdown’. The study uses data from extensive interviews with the headteachers of 12 schools across all phases of learning in schools in all four countries in the UK. The analysis uses elements of Cashman's et al.'s (2014) ‘leadership by convening’ lenses to conduct a threefold analysis of the transcripts: the direction of communications (internal/external); the timeframes (synchronous/asynchronous); and headteachers’ perceptions of how their digital technology helped them navigate challenges. These challenges are classified as: (a) technical – The solution required technology or technical expertise; (b) adaptive – The solution required a change in behaviour by at least one party in the communication process (internal or external); (c) organisational – solutions to these challenges contained both a technological and a behavioural component. A new model of leadership with technology is suggested.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42523270","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 : 2023-05-01DOI: 10.1177/08920206231172027
A. J. George, S. Rose
{"title":"Ethical decision-making: Virtues for senior leadership in higher education","authors":"A. J. George, S. Rose","doi":"10.1177/08920206231172027","DOIUrl":"https://doi.org/10.1177/08920206231172027","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47219857","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 : 2023-04-26DOI: 10.1177/08920206231172601
Jennifer Riad
Failure does not indicate a bad leader; however, an inability or unwillingness to learn from a leadership failure makes an individual a bad leader. Most current literature focuses on studying good or effective leadership; however, lessons from leadership failures can be just as valuable as learning from leadership successes. Therefore, this article reviews a case study of leadership failure, provides a theory-based solution to learn from destructive leadership, and suggests recommendations for educational leaders and institutions.
{"title":"Personal reflections on destructive leadership: A case study","authors":"Jennifer Riad","doi":"10.1177/08920206231172601","DOIUrl":"https://doi.org/10.1177/08920206231172601","url":null,"abstract":"Failure does not indicate a bad leader; however, an inability or unwillingness to learn from a leadership failure makes an individual a bad leader. Most current literature focuses on studying good or effective leadership; however, lessons from leadership failures can be just as valuable as learning from leadership successes. Therefore, this article reviews a case study of leadership failure, provides a theory-based solution to learn from destructive leadership, and suggests recommendations for educational leaders and institutions.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44596419","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 : 2023-03-29DOI: 10.1177/08920206231164589
Paul W. Armstrong
Engagement with TEXT; In this edition; Acknowledgements.
参与文本;在这个版本中;致谢
{"title":"Editorial April 2023","authors":"Paul W. Armstrong","doi":"10.1177/08920206231164589","DOIUrl":"https://doi.org/10.1177/08920206231164589","url":null,"abstract":"Engagement with TEXT; In this edition; Acknowledgements.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"37 1","pages":"61 - 62"},"PeriodicalIF":1.3,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44469329","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 : 2023-03-22DOI: 10.1177/08920206231163984
I. Berkovich
Research on the effect of COVID-19 and its aftermath on education is gaining momentum. Nevertheless, this expanding contemporary literature only scarcely addresses principals’ digital instructional leadership and has not investigated how principals’ regular instructional leadership aligns with it. Moreover, the emerging writing on the aftermath of COVID-19 notes the phenomenon of teacher shortages in schools as a result of a growing tendency of teachers to leave the profession, but the possible connection with various forms of principals’ instructional leadership remains unexplored. The purpose of this study was to examine the effect of combinations of different levels of principals’ regular instructional leadership and digital instructional leadership on teachers’ intention to leave. Cluster analysis of data of 267 school teachers in Israel was conducted. The results indicate an association between differences in teachers’ intention to leave the profession and mixtures of regular and digital instructional leadership. The results and their implications are discussed.
{"title":"The great resignation: Exploring the effect of regular and digital instructional leadership on teachers’ intention to leave","authors":"I. Berkovich","doi":"10.1177/08920206231163984","DOIUrl":"https://doi.org/10.1177/08920206231163984","url":null,"abstract":"Research on the effect of COVID-19 and its aftermath on education is gaining momentum. Nevertheless, this expanding contemporary literature only scarcely addresses principals’ digital instructional leadership and has not investigated how principals’ regular instructional leadership aligns with it. Moreover, the emerging writing on the aftermath of COVID-19 notes the phenomenon of teacher shortages in schools as a result of a growing tendency of teachers to leave the profession, but the possible connection with various forms of principals’ instructional leadership remains unexplored. The purpose of this study was to examine the effect of combinations of different levels of principals’ regular instructional leadership and digital instructional leadership on teachers’ intention to leave. Cluster analysis of data of 267 school teachers in Israel was conducted. The results indicate an association between differences in teachers’ intention to leave the profession and mixtures of regular and digital instructional leadership. The results and their implications are discussed.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48694667","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 : 2023-03-13DOI: 10.1177/08920206231160648
Lee D. Flood, Pamela Angelle, Nathan Koerber
This systematic review provides an overview of findings gleaned from the International School Leadership Development Network (ISLDN) cross-comparative research published since 2010. The purpose of this review considers outcomes linked to cross-national context and culture, rather than in-country outcomes linked to local context and respondent differences. The research question which guided this study was: How does ISLDN cross-national comparative research inform us about socially just leadership? All studies, without regard to country or the macro policies under which the schools operated, centered on the importance of the school principal as the impetus for the extent to which social justice was practiced. The principal's innate value system, the influence of the principal's biography, and the fidelity with which the principal implemented policy while meeting the needs of all children carried more weight for social justice than the macro and meso levels.
{"title":"A systematic review of the International School Leadership Development Network, social justice strand research, 2010–2021","authors":"Lee D. Flood, Pamela Angelle, Nathan Koerber","doi":"10.1177/08920206231160648","DOIUrl":"https://doi.org/10.1177/08920206231160648","url":null,"abstract":"This systematic review provides an overview of findings gleaned from the International School Leadership Development Network (ISLDN) cross-comparative research published since 2010. The purpose of this review considers outcomes linked to cross-national context and culture, rather than in-country outcomes linked to local context and respondent differences. The research question which guided this study was: How does ISLDN cross-national comparative research inform us about socially just leadership? All studies, without regard to country or the macro policies under which the schools operated, centered on the importance of the school principal as the impetus for the extent to which social justice was practiced. The principal's innate value system, the influence of the principal's biography, and the fidelity with which the principal implemented policy while meeting the needs of all children carried more weight for social justice than the macro and meso levels.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41969960","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 : 2023-03-03DOI: 10.1177/08920206231160903
Ayosola Odunlami
This article discusses the movement of education to online learning. It features the contributions and challenges of digital education in today's educational system.
本文讨论了教育向在线学习的转变。它展示了数字教育在当今教育系统中的贡献和挑战。
{"title":"Digital education: Contributions towards sustainable schools for the future","authors":"Ayosola Odunlami","doi":"10.1177/08920206231160903","DOIUrl":"https://doi.org/10.1177/08920206231160903","url":null,"abstract":"This article discusses the movement of education to online learning. It features the contributions and challenges of digital education in today's educational system.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45115390","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 : 2023-03-02DOI: 10.1177/08920206231161183
P. Trimarco
{"title":"Book review: Educational Leadership and the Global Majority: Decolonising Narratives by Rosemary M. Campbell-Stephens","authors":"P. Trimarco","doi":"10.1177/08920206231161183","DOIUrl":"https://doi.org/10.1177/08920206231161183","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42797083","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 : 2023-02-27DOI: 10.1177/08920206231160646
G. Evans
{"title":"Scratching beneath the surface: Using policy archaeology to better understand education reform in Wales","authors":"G. Evans","doi":"10.1177/08920206231160646","DOIUrl":"https://doi.org/10.1177/08920206231160646","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41518368","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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