Pub Date : 2022-02-11DOI: 10.1177/08920206221077806
P. Armstrong, Stephen Rayner
{"title":"Editorial","authors":"P. Armstrong, Stephen Rayner","doi":"10.1177/08920206221077806","DOIUrl":"https://doi.org/10.1177/08920206221077806","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"36 1","pages":"55 - 56"},"PeriodicalIF":1.3,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42187025","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 : 2022-02-07DOI: 10.1177/08920206221075750
S. Langford, M. Crawford
Teacher turnover and retention is a global challenge. It appears that in times of teacher shortages, policymakers often focus on recruitment. Yet, it could be argued that focussing on retaining experienced teachers not only addresses teacher shortages but provides additional benefits to the teachers, their students, and the teaching profession. The aim of this interpretive case study was to investigate the views of experienced primary school teachers. Twelve teachers, who had taught in English primary schools for more than five years, participated in walking interviews. The research looked at the areas where teachers want to feel supported by the culture of the school, created by the leadership team.
{"title":"Walking with teachers: A study to explore the importance of teacher wellbeing and their careers","authors":"S. Langford, M. Crawford","doi":"10.1177/08920206221075750","DOIUrl":"https://doi.org/10.1177/08920206221075750","url":null,"abstract":"Teacher turnover and retention is a global challenge. It appears that in times of teacher shortages, policymakers often focus on recruitment. Yet, it could be argued that focussing on retaining experienced teachers not only addresses teacher shortages but provides additional benefits to the teachers, their students, and the teaching profession. The aim of this interpretive case study was to investigate the views of experienced primary school teachers. Twelve teachers, who had taught in English primary schools for more than five years, participated in walking interviews. The research looked at the areas where teachers want to feel supported by the culture of the school, created by the leadership team.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49502666","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 : 2022-01-13DOI: 10.1177/08920206211072235
M. Alazmi, S. Alhajeri
This study aimed to explore the extent to which the principals of secondary schools in the State of Kuwait said they practiced leadership with humour and if it impacts on their level of resilience in the workplace. The study sample consisted of 121 male and female secondary school principals from six educational districts in Kuwait who were selected using the random stratified method. The study findings showed that the perceptions of school principals regarding the extent to which they practice leadership with a sense of humour were moderate in all fields. The study also found that school principals enjoy high resilience in their workplace, especially when solving a problem. Finally, the results showed that the more a school principal used humour the more resilient he/she would be in the workplace. The study concluded that humour should be considered as one factor in effective leadership and that leadership training programmes should include this dimension. The level of resilience can be clearly predicted by identifying the extent to which school principals claim to practice leading with humour.
{"title":"Leading with humour and its effect on resilience in the workplace: The perspectives of principals in Kuwaiti secondary schools","authors":"M. Alazmi, S. Alhajeri","doi":"10.1177/08920206211072235","DOIUrl":"https://doi.org/10.1177/08920206211072235","url":null,"abstract":"This study aimed to explore the extent to which the principals of secondary schools in the State of Kuwait said they practiced leadership with humour and if it impacts on their level of resilience in the workplace. The study sample consisted of 121 male and female secondary school principals from six educational districts in Kuwait who were selected using the random stratified method. The study findings showed that the perceptions of school principals regarding the extent to which they practice leadership with a sense of humour were moderate in all fields. The study also found that school principals enjoy high resilience in their workplace, especially when solving a problem. Finally, the results showed that the more a school principal used humour the more resilient he/she would be in the workplace. The study concluded that humour should be considered as one factor in effective leadership and that leadership training programmes should include this dimension. The level of resilience can be clearly predicted by identifying the extent to which school principals claim to practice leading with humour.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45058504","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 : 2022-01-06DOI: 10.1177/08920206211051468
U. A. Abboh, Abdul HA Majid, Mohammad Fareed, Iyanda Ismail Abdussalaam
Poor performance of lecturers in Nigerian Polytechnics warrants independent research on lecturers’ job performance, given that the poor performance has seriously affected educational development in the country. Substantial evidence from the extant literature has highlighted that high-performance work practices are significant predictors and drivers of enhanced performance. Also, the functionality of high-performance work practices is context-dependent. Therefore, the current study investigates the effect of high-performance work practices (recruitment and selection, training and development, and employee involvement) on lecturers’ performance in the context of Nigerian polytechnics. It also examines the moderating role of working conditions in the high-performance work practices’ relationship with lecturers’ performance. Data were obtained from 539 academics in the North-west Nigerian polytechnics. The overall findings indicate that training and development and employee involvement are significant predictors of enhanced lecturers’ performance, and working condition strengthens the recruitment and selection–performance connection and employee involvement–performance relationship. This implies that the link between HR practices and enhanced performance could be affected by the environment within which organizations operate. The present study focused mainly on teaching staff from the polytechnics located in the north-central geopolitical zone of Nigeria. Thus, other geopolitical zones and non-teaching staff from various polytechnics could be studied further by future studies.
{"title":"High-performance work practices lecturers’ performance connection: Does working condition matter?","authors":"U. A. Abboh, Abdul HA Majid, Mohammad Fareed, Iyanda Ismail Abdussalaam","doi":"10.1177/08920206211051468","DOIUrl":"https://doi.org/10.1177/08920206211051468","url":null,"abstract":"Poor performance of lecturers in Nigerian Polytechnics warrants independent research on lecturers’ job performance, given that the poor performance has seriously affected educational development in the country. Substantial evidence from the extant literature has highlighted that high-performance work practices are significant predictors and drivers of enhanced performance. Also, the functionality of high-performance work practices is context-dependent. Therefore, the current study investigates the effect of high-performance work practices (recruitment and selection, training and development, and employee involvement) on lecturers’ performance in the context of Nigerian polytechnics. It also examines the moderating role of working conditions in the high-performance work practices’ relationship with lecturers’ performance. Data were obtained from 539 academics in the North-west Nigerian polytechnics. The overall findings indicate that training and development and employee involvement are significant predictors of enhanced lecturers’ performance, and working condition strengthens the recruitment and selection–performance connection and employee involvement–performance relationship. This implies that the link between HR practices and enhanced performance could be affected by the environment within which organizations operate. The present study focused mainly on teaching staff from the polytechnics located in the north-central geopolitical zone of Nigeria. Thus, other geopolitical zones and non-teaching staff from various polytechnics could be studied further by future studies.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45613882","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 : 2022-01-06DOI: 10.1177/08920206211069733
Mayamin Altae
This article addresses the professional challenges faced by teacher leaders in Iraq. The country is beginning to emerge from a period of political unrest and violent threats to personal safety. This has seriously affected the educational provision; nowhere more so than in Mosul, Iraq's third-largest city. The article examines three issues: how teacher-leaders describe and understand their empowerment to build inclusive education systems in the post-conflict city; how professional learning communities can support inclusive practices to optimise students’ learning and build community cohesion; and what role digital skills can play in the modernisation of an inclusive Iraqi curriculum. The naturalistic enquiry approach draws on interview data from two teachers, two headteachers and two inspectors; the latter work directly with the Iraqi Ministry of Education and local communities. The findings show that, as teacher leaders reframe their understanding of the role of educational leaders in the changing context of Iraq, they become better empowered to build sustainable learning communities. Digital skills are crucial in supporting learning within and beyond the school curriculum.
{"title":"Teacher leadership and teacher identity in turbulent times in Iraq","authors":"Mayamin Altae","doi":"10.1177/08920206211069733","DOIUrl":"https://doi.org/10.1177/08920206211069733","url":null,"abstract":"This article addresses the professional challenges faced by teacher leaders in Iraq. The country is beginning to emerge from a period of political unrest and violent threats to personal safety. This has seriously affected the educational provision; nowhere more so than in Mosul, Iraq's third-largest city. The article examines three issues: how teacher-leaders describe and understand their empowerment to build inclusive education systems in the post-conflict city; how professional learning communities can support inclusive practices to optimise students’ learning and build community cohesion; and what role digital skills can play in the modernisation of an inclusive Iraqi curriculum. The naturalistic enquiry approach draws on interview data from two teachers, two headteachers and two inspectors; the latter work directly with the Iraqi Ministry of Education and local communities. The findings show that, as teacher leaders reframe their understanding of the role of educational leaders in the changing context of Iraq, they become better empowered to build sustainable learning communities. Digital skills are crucial in supporting learning within and beyond the school curriculum.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"36 1","pages":"178 - 185"},"PeriodicalIF":1.3,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41459603","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 : 2022-01-01DOI: 10.1177/08920206211068132
A. Allen, Nigel Gann
Successive governments, in embracing a neoliberalist ideology of decentralization and privatization, have radically reformed the nature of community-based, comprehensive state education. The transition from ‘government to governance’ (Rhodes, 1997) combined with the ideology of academization (DfE, 2010a) has created a democratic deficit 1 (Corbett, 1977). Academies are placed outside of local elected scrutiny or community-based accountability systems and governance legitimacy is in crisis (Glatter, 2013). This article explores the problematization of academized governance (Allen and Gann, 2017) with respect to the democratic deficit and the consequential lack of stakeholder engagement – argued as unethical within a democratic society and a system that frequently leads to failings of accountability (Wilkins, 2016). Utilizing the conceptual lens of Empowered Participatory Governance (EPG) (Fung and Wright, 2003), the authors seek to present a new architecture of governance that seeks to restore democratic legitimacy. Democratic governance innovations, the micro-governance network (Allen, 2017) and a refreshed local education board (Gann, 2021) provide a new architecture for a post new governance environment and, in so doing, a counter-narrative to the rhetoric of academization.
{"title":"The architecture of school governance: Rebuilding democratic legitimacy within an academized system","authors":"A. Allen, Nigel Gann","doi":"10.1177/08920206211068132","DOIUrl":"https://doi.org/10.1177/08920206211068132","url":null,"abstract":"Successive governments, in embracing a neoliberalist ideology of decentralization and privatization, have radically reformed the nature of community-based, comprehensive state education. The transition from ‘government to governance’ (Rhodes, 1997) combined with the ideology of academization (DfE, 2010a) has created a democratic deficit 1 (Corbett, 1977). Academies are placed outside of local elected scrutiny or community-based accountability systems and governance legitimacy is in crisis (Glatter, 2013). This article explores the problematization of academized governance (Allen and Gann, 2017) with respect to the democratic deficit and the consequential lack of stakeholder engagement – argued as unethical within a democratic society and a system that frequently leads to failings of accountability (Wilkins, 2016). Utilizing the conceptual lens of Empowered Participatory Governance (EPG) (Fung and Wright, 2003), the authors seek to present a new architecture of governance that seeks to restore democratic legitimacy. Democratic governance innovations, the micro-governance network (Allen, 2017) and a refreshed local education board (Gann, 2021) provide a new architecture for a post new governance environment and, in so doing, a counter-narrative to the rhetoric of academization.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"36 1","pages":"11 - 17"},"PeriodicalIF":1.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48750962","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 : 2021-12-21DOI: 10.1177/08920206211066269
Dawn Gilmore, C. Nguyen
This paper illustrates how unbundling has progressed from university-controlled approaches to incorporating partnership organisations into the delivery of university functions, specifically teaching. In this paper, we limit the scope of unbundling to the management of online teachers using three Australian case studies. In the first section, we review the literature for reasons that support unbundling the teaching approach, the effectiveness of this approach, and criticisms posed. Then we use aspects of the literature to present an unbundled teaching hierarchy. We use three examples from the hierarchy in the context of three Australian case studies that are illustrative of how online teachers are managed in Australian higher education. As discussed in this paper, the opportunities and challenges associated with unbundling university teaching have implications for the quality of the student experience, teacher experience, and cost effectiveness for institutions.
{"title":"Unbundling the approach to teaching in online Australian higher education","authors":"Dawn Gilmore, C. Nguyen","doi":"10.1177/08920206211066269","DOIUrl":"https://doi.org/10.1177/08920206211066269","url":null,"abstract":"This paper illustrates how unbundling has progressed from university-controlled approaches to incorporating partnership organisations into the delivery of university functions, specifically teaching. In this paper, we limit the scope of unbundling to the management of online teachers using three Australian case studies. In the first section, we review the literature for reasons that support unbundling the teaching approach, the effectiveness of this approach, and criticisms posed. Then we use aspects of the literature to present an unbundled teaching hierarchy. We use three examples from the hierarchy in the context of three Australian case studies that are illustrative of how online teachers are managed in Australian higher education. As discussed in this paper, the opportunities and challenges associated with unbundling university teaching have implications for the quality of the student experience, teacher experience, and cost effectiveness for institutions.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"37 1","pages":"161 - 168"},"PeriodicalIF":1.3,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65207006","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 : 2021-12-07DOI: 10.1177/08920206211061784
Lizana Oberhozer
{"title":"The importance of governance and governing in every leadership dimension","authors":"Lizana Oberhozer","doi":"10.1177/08920206211061784","DOIUrl":"https://doi.org/10.1177/08920206211061784","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"36 1","pages":"48 - 50"},"PeriodicalIF":1.3,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47585848","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 : 2021-12-07DOI: 10.1177/08920206211062007
L. Oberholzer, R. Hill
{"title":"Editorial","authors":"L. Oberholzer, R. Hill","doi":"10.1177/08920206211062007","DOIUrl":"https://doi.org/10.1177/08920206211062007","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"36 1","pages":"3 - 4"},"PeriodicalIF":1.3,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45448999","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 : 2021-12-03DOI: 10.1177/08920206211063305
L. Oberholzer
{"title":"Book Review: The Great Education Robbery: How the Government Took our Schools and Gave Them to Big Business by Nigel Gann","authors":"L. Oberholzer","doi":"10.1177/08920206211063305","DOIUrl":"https://doi.org/10.1177/08920206211063305","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":"36 1","pages":"47 - 47"},"PeriodicalIF":1.3,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49321670","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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