Pub Date : 2023-02-27DOI: 10.1177/08920206231157509
Jimmy Gozaly, Yulianti Talar, C. Wirawan, Axel Varian Kurniawan
The coronavirus disease 2019 (COVID-19) pandemic that has been going on since the beginning of 2020 has forced governments to take a policy to implement online learning. This policy is an effort to break the chain of virus spread in education clusters. For schools and universities that are not used to carrying out online learning, this condition is a problem. Therefore, measurement is needed to ensure effectiveness. In this study, the effectiveness was measured using the variables specified in the Indonesian Online Learning System (Sistem Pembelajaran Daring (SPADA)) 2019 set by the Indonesian government. Data collection was carried out by quantitative and qualitative methods. Quantitative analysis was carried out through questionnaires administered to students while qualitative was carried out by interviewing students and lecturers. The data were processed using cross-tabulation analysis and multiple linear regression. Strengths, Weaknesses, Opportunities, and Challenges were analyzed to assess online learning. As research results, it is found that online learning is quite effective, but there are still many things that can be improved to increase the effectiveness of online learning.
{"title":"Effectiveness of online learning in non-online classes during the pandemic","authors":"Jimmy Gozaly, Yulianti Talar, C. Wirawan, Axel Varian Kurniawan","doi":"10.1177/08920206231157509","DOIUrl":"https://doi.org/10.1177/08920206231157509","url":null,"abstract":"The coronavirus disease 2019 (COVID-19) pandemic that has been going on since the beginning of 2020 has forced governments to take a policy to implement online learning. This policy is an effort to break the chain of virus spread in education clusters. For schools and universities that are not used to carrying out online learning, this condition is a problem. Therefore, measurement is needed to ensure effectiveness. In this study, the effectiveness was measured using the variables specified in the Indonesian Online Learning System (Sistem Pembelajaran Daring (SPADA)) 2019 set by the Indonesian government. Data collection was carried out by quantitative and qualitative methods. Quantitative analysis was carried out through questionnaires administered to students while qualitative was carried out by interviewing students and lecturers. The data were processed using cross-tabulation analysis and multiple linear regression. Strengths, Weaknesses, Opportunities, and Challenges were analyzed to assess online learning. As research results, it is found that online learning is quite effective, but there are still many things that can be improved to increase the effectiveness of online learning.","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":"49264352","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 : 2023-02-20DOI: 10.1177/08920206231156289
Waheed Hammad, Wafaa El Zaatari, K. Al’Abri
The present study aims to review higher education leadership and management (HELM) research in the Arab region. The study employed systematic review methods to analyze 77 articles published in educational leadership and management journals, higher education journals, and journals indexed in the Scopus database between 2000 and 2020. The analysis focused on identifying the main features and trends found in the articles including the development of publication volume over time, geographical distribution, types of studies, research topics, and research methods. Quantitative methods were used to analyze the data. The features identified echoed those reported for the broader educational leadership and management literature in Arab societies such as the relatively small size of the knowledge base, uneven geographical distribution, the predominance of empirical, quantitative studies, and high emphasis on leadership as a research topic. The findings are discussed in the light of relevant literature, and recommendations are provided to improve future HELM research in the region.
{"title":"Researching higher education leadership and management in Arab countries: A systematic review","authors":"Waheed Hammad, Wafaa El Zaatari, K. Al’Abri","doi":"10.1177/08920206231156289","DOIUrl":"https://doi.org/10.1177/08920206231156289","url":null,"abstract":"The present study aims to review higher education leadership and management (HELM) research in the Arab region. The study employed systematic review methods to analyze 77 articles published in educational leadership and management journals, higher education journals, and journals indexed in the Scopus database between 2000 and 2020. The analysis focused on identifying the main features and trends found in the articles including the development of publication volume over time, geographical distribution, types of studies, research topics, and research methods. Quantitative methods were used to analyze the data. The features identified echoed those reported for the broader educational leadership and management literature in Arab societies such as the relatively small size of the knowledge base, uneven geographical distribution, the predominance of empirical, quantitative studies, and high emphasis on leadership as a research topic. The findings are discussed in the light of relevant literature, and recommendations are provided to improve future HELM research in the region.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49417215","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 : 2023-02-06DOI: 10.1177/08920206231154740
Marjolein Zee, D. Roorda, F. Hanna
This study explored the dimensionality and measurement invariance of a multidimensional measure for evaluating teachers’ perceptions of the quality of their relationships with principals at the dyadic level. Participants were 630 teachers (85.9% female) from 220 primary and 204 secondary schools across the Netherlands. Teachers completed the 10-item Principal–Teacher Relationship Scale (PTRS) for their principals. Confirmatory factor analyses (CFA) provided evidence for a two-factor model, including a relational Closeness and Conflict dimension. Additionally, multigroup CFA results indicated strong invariance of the PTRS across school type, teacher gender, and teaching experience. Last, secondary school teachers and highly experienced teachers reported lower levels of Closeness and higher levels of Conflict in the relationship with their principal compared to primary school teachers and colleagues with less experience. Accordingly, the PTRS can be considered a valid and reliable measure that adds to the methodological repertoire of educational leadership research by focusing on both positive and negative aspects of dyadic principal–teacher relationships.
{"title":"Principal–teacher relationships: Dimensionality and measurement invariance of a measure for primary and secondary school teachers","authors":"Marjolein Zee, D. Roorda, F. Hanna","doi":"10.1177/08920206231154740","DOIUrl":"https://doi.org/10.1177/08920206231154740","url":null,"abstract":"This study explored the dimensionality and measurement invariance of a multidimensional measure for evaluating teachers’ perceptions of the quality of their relationships with principals at the dyadic level. Participants were 630 teachers (85.9% female) from 220 primary and 204 secondary schools across the Netherlands. Teachers completed the 10-item Principal–Teacher Relationship Scale (PTRS) for their principals. Confirmatory factor analyses (CFA) provided evidence for a two-factor model, including a relational Closeness and Conflict dimension. Additionally, multigroup CFA results indicated strong invariance of the PTRS across school type, teacher gender, and teaching experience. Last, secondary school teachers and highly experienced teachers reported lower levels of Closeness and higher levels of Conflict in the relationship with their principal compared to primary school teachers and colleagues with less experience. Accordingly, the PTRS can be considered a valid and reliable measure that adds to the methodological repertoire of educational leadership research by focusing on both positive and negative aspects of dyadic principal–teacher relationships.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44037427","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 : 2023-02-05DOI: 10.1177/08920206231153291
Kumari Leanage, E. Saito
{"title":"Concerns about the impact of crisis on children in Sri Lanka","authors":"Kumari Leanage, E. Saito","doi":"10.1177/08920206231153291","DOIUrl":"https://doi.org/10.1177/08920206231153291","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46065639","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 : 2022-12-27DOI: 10.1177/08920206221147621
Lee Faris
{"title":"The only way is not to be Essex: A reflective piece from a serving head teacher in England regarding stereotypes relating to Essex accents and the impact this has on motivation to become a head teacher","authors":"Lee Faris","doi":"10.1177/08920206221147621","DOIUrl":"https://doi.org/10.1177/08920206221147621","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49365503","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 : 2022-12-27DOI: 10.1177/08920206221142167
Stephen Rayner, P. Armstrong
{"title":"Editorial","authors":"Stephen Rayner, P. Armstrong","doi":"10.1177/08920206221142167","DOIUrl":"https://doi.org/10.1177/08920206221142167","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"37 1","pages":"3 - 4"},"PeriodicalIF":1.3,"publicationDate":"2022-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42940442","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 : 2022-12-26DOI: 10.1177/08920206221145630
H. Gunter
Educational professionals are not ordinary everyday critics using experiential expertise to comment on practice. Instead, they are critical researchers who are concerned with debates about the purposes of education, social justice and equity, and how research is vital to understanding and explaining change. Using the reflexive views of six educational professionals interplayed with my own research career I examine what this means in reality, and I consider how and why such critical research is subject to criticism, but how doctoral studies not only confront this but also develop significant ways of thinking and doing as professionals.
{"title":"Standing on the pavement talking critically about educational leadership","authors":"H. Gunter","doi":"10.1177/08920206221145630","DOIUrl":"https://doi.org/10.1177/08920206221145630","url":null,"abstract":"Educational professionals are not ordinary everyday critics using experiential expertise to comment on practice. Instead, they are critical researchers who are concerned with debates about the purposes of education, social justice and equity, and how research is vital to understanding and explaining change. Using the reflexive views of six educational professionals interplayed with my own research career I examine what this means in reality, and I consider how and why such critical research is subject to criticism, but how doctoral studies not only confront this but also develop significant ways of thinking and doing as professionals.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47322489","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 : 2022-12-12DOI: 10.1177/08920206221144704
Karen Broadhurst Healey
Parental engagement in multi-academy trusts’ (MATs) governance structures and activities is contemporarily constructed in policy as mattering less than engagement by professionalised governors and trustees, and in much of the literature as deficient for operationalising MAT accountability in a public education system. This article problematises the role of local parental engagement in MATs in a depoliticised context to explore an alternative conceptualisation responding to this democratic deficit. A single case study combined with narrative inquiry sought experience beyond the meta-narrative and Gunter and Ribben's conceptual frame of ‘knowledge, knowers and knowing’ provided a lens for interpreting data. Analysis identified that parental engagement was seen as a commodity in the justification of professional's decisions and an opportunity to normalise parent thinking and practices when engaging with the academy trust. Analysis of parents’ stories provided an alternative conceptualisation of parental engagement recognising their agency and contribution to knowledge production through their civic expertise.
{"title":"Engaging parents in multi academy trusts (MATs) as local civic knowledge experts","authors":"Karen Broadhurst Healey","doi":"10.1177/08920206221144704","DOIUrl":"https://doi.org/10.1177/08920206221144704","url":null,"abstract":"Parental engagement in multi-academy trusts’ (MATs) governance structures and activities is contemporarily constructed in policy as mattering less than engagement by professionalised governors and trustees, and in much of the literature as deficient for operationalising MAT accountability in a public education system. This article problematises the role of local parental engagement in MATs in a depoliticised context to explore an alternative conceptualisation responding to this democratic deficit. A single case study combined with narrative inquiry sought experience beyond the meta-narrative and Gunter and Ribben's conceptual frame of ‘knowledge, knowers and knowing’ provided a lens for interpreting data. Analysis identified that parental engagement was seen as a commodity in the justification of professional's decisions and an opportunity to normalise parent thinking and practices when engaging with the academy trust. Analysis of parents’ stories provided an alternative conceptualisation of parental engagement recognising their agency and contribution to knowledge production through their civic expertise.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42678760","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 : 2022-12-08DOI: 10.1177/08920206221143853
{"title":"Erratum to Book Review: Educational Leadership, Improvement and Change: Discourse and Systems in Europe by Lejf Moos, Nikša Alfirević, Jurica Pavičić, Andrej Koren and Ljiljana Najev Čačija","authors":"","doi":"10.1177/08920206221143853","DOIUrl":"https://doi.org/10.1177/08920206221143853","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44008111","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 : 2022-11-24DOI: 10.1177/08920206221139636
Abebaw Ayana Alene
The purpose of this study was to examine the effect of distributed leadership style on crisis management in Secondary Schools of Bahir Dar City Administration. A correlation research design with a quantitative method was employed. Data was collected from 242 randomly selected teachers using a questionnaire and analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (One-Sample t-test, Pearson correlation coefficient, and regressions). From the results of the study, it was found that the practice of educational crisis management was significantly low. All distributed leadership dimensions had positive correlations with crisis management significantly. Distributed leadership style contributed to 38.3% of crisis management; individually, leadership team cooperation had a strong prediction power ( β = .233) followed by the participative decision-making dimension ( β = .232). Generally, the practice of crisis management was low and leadership team cooperation and participative decision-making dimensions were found to be the best predictors of crisis management.
{"title":"The influence of distributed leadership style on educational crisis management (the case of TPLF war) in government secondary schools of Bahir Dar City Administration, Ethiopia","authors":"Abebaw Ayana Alene","doi":"10.1177/08920206221139636","DOIUrl":"https://doi.org/10.1177/08920206221139636","url":null,"abstract":"The purpose of this study was to examine the effect of distributed leadership style on crisis management in Secondary Schools of Bahir Dar City Administration. A correlation research design with a quantitative method was employed. Data was collected from 242 randomly selected teachers using a questionnaire and analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (One-Sample t-test, Pearson correlation coefficient, and regressions). From the results of the study, it was found that the practice of educational crisis management was significantly low. All distributed leadership dimensions had positive correlations with crisis management significantly. Distributed leadership style contributed to 38.3% of crisis management; individually, leadership team cooperation had a strong prediction power ( β = .233) followed by the participative decision-making dimension ( β = .232). Generally, the practice of crisis management was low and leadership team cooperation and participative decision-making dimensions were found to be the best predictors of crisis management.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49233706","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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