Este trabajo presenta un análisis de las características de los líderes educativos prestando especial atención a los aspectos relacionados con las escuelas situadas en contextos socioeconómicamente desafiantes. El análisis empieza por el estudio de los centros educativos situados en estos contextos desafiantes, explicando cómo son los barrios y cuáles son las características de estos centros educativos según investigaciones previas. En la segunda parte del artículo se presta atención al profesorado y en la última parte se defiende el papel del del liderazgo, especialmente al liderazgo educativo enfocado al que se produce cuando el equipo directivo se encuentra trabajando en escuelas situadas en contextos socioeconómicamente desafiantes, centrándonos en el papel de los líderes y las estrategias que usan en estos espacios. Se cierra el artículo con unas consideraciones finales para reivindicar la importancia de investigar para fomentar el cambio y la mejora educativa de las escuelas situadas en contextos desafiantes y cómo el liderazgo educativo tiene un papel esencial en estos centros.
{"title":"Liderazgo Educativo en Escuelas Situadas en Contextos Desafiantes: los Líderes y las Lideresas Marcan la Diferencia","authors":"Irene Moreno Medina","doi":"10.17583/ijelm.11444","DOIUrl":"https://doi.org/10.17583/ijelm.11444","url":null,"abstract":"Este trabajo presenta un análisis de las características de los líderes educativos prestando especial atención a los aspectos relacionados con las escuelas situadas en contextos socioeconómicamente desafiantes. El análisis empieza por el estudio de los centros educativos situados en estos contextos desafiantes, explicando cómo son los barrios y cuáles son las características de estos centros educativos según investigaciones previas. En la segunda parte del artículo se presta atención al profesorado y en la última parte se defiende el papel del del liderazgo, especialmente al liderazgo educativo enfocado al que se produce cuando el equipo directivo se encuentra trabajando en escuelas situadas en contextos socioeconómicamente desafiantes, centrándonos en el papel de los líderes y las estrategias que usan en estos espacios. Se cierra el artículo con unas consideraciones finales para reivindicar la importancia de investigar para fomentar el cambio y la mejora educativa de las escuelas situadas en contextos desafiantes y cómo el liderazgo educativo tiene un papel esencial en estos centros.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42105333","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}
{"title":"Exploring Educational Leadership for a Decade, Now What?","authors":"M. Tintoré","doi":"10.17583/ijelm.12766","DOIUrl":"https://doi.org/10.17583/ijelm.12766","url":null,"abstract":"","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":"2 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139358864","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}
Although research on the outcomes of leadership practices has increased, the research area on the antecedents of leadership has been underexplored. This study investigated the associations between leadership self-efficacy, motivation to lead and leadership practices that influence the leadership behaviours of higher education students. In the study in which the cross-sectional research design, the sample comprised 545 undergraduates from Turkey. The results showed that increasing student leadership self-efficacy beliefs directly affected leadership practices. Also, in research found the motivation to lead to having an important partially mediated role in the relationship between student self-efficacy beliefs and leadership practices. This study contributes to the existing body of international knowledge on school leadership research by concluding that the effect of leadership self-efficacy and students' motivation to lead on student practices. As a result, in study propose that educational activities aimed at enhancing undergraduate students' leadership self-efficacy and motivation to lead include elements that concentrate on developing students' leadership self-efficacy and motivation to lead. Implications for policy, practice and research are discussed.
{"title":"The Influence of Leadership Self-efficacy on College Students' Leadership Practice: The Mediating Role of Motivation to Lead","authors":"Mahmut Polatcan","doi":"10.17583/ijelm.9551","DOIUrl":"https://doi.org/10.17583/ijelm.9551","url":null,"abstract":"Although research on the outcomes of leadership practices has increased, the research area on the antecedents of leadership has been underexplored. This study investigated the associations between leadership self-efficacy, motivation to lead and leadership practices that influence the leadership behaviours of higher education students. In the study in which the cross-sectional research design, the sample comprised 545 undergraduates from Turkey. The results showed that increasing student leadership self-efficacy beliefs directly affected leadership practices. Also, in research found the motivation to lead to having an important partially mediated role in the relationship between student self-efficacy beliefs and leadership practices. This study contributes to the existing body of international knowledge on school leadership research by concluding that the effect of leadership self-efficacy and students' motivation to lead on student practices. As a result, in study propose that educational activities aimed at enhancing undergraduate students' leadership self-efficacy and motivation to lead include elements that concentrate on developing students' leadership self-efficacy and motivation to lead. Implications for policy, practice and research are discussed.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":"213 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139358876","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}
The proposed research aimed to examine abusive leadership and workplace ostracism as predictors of employee silence among school teachers in Sargodha, Pakistan. Studies further tend to examine the moderating role of power distance. Purposive sampling was employed to acquire the data. The research variables were quantified using the Abusive Supervision Scale (Mitchell & Ambrose, 2007), Workplace Exclusion Scale (Hitlan & Noel, 2009), Silence Scale (Van Dyne et al., 2003) and Power Distance Scale (Dorfman & Howell, 1988). Pearson correlation analysis revealed a significant relationship between abusive leadership, workplace ostracism, employee silence, and power distance. Results showed that abusive leadership, ostracism, silence, and power distance have a positive relationship with each other. The findings of linear regression revealed that abusive leadership, ostracism and power distance positively predicted employee silence. Moderation analysis revealed that power distance significantly moderated the relationship of abusive leadership and workplace ostracism with employee silence. The proposed research provides some recommendations and conclusions for future researchers who may be interested in examining the abuse that teachers experience in a high-power-distance culture that compels them to act silently.
这项拟议的研究旨在检验巴基斯坦萨戈达学校教师中滥用领导和工作场所排斥作为员工沉默的预测因素。研究进一步倾向于考察权力距离的调节作用。采用目的性抽样方法获取数据。使用滥用监督量表（Mitchell&Ambrose，2007）、工作场所排斥量表（Hitlan&Noel，2009）、沉默量表（Van Dyne et al.，2003）和权力距离量表（Dorfman&Howell，1988）对研究变量进行量化。皮尔逊相关分析揭示了滥用领导、工作场所排斥、员工沉默和权力距离之间的显著关系。结果表明，滥用领导、排斥、沉默和权力距离之间存在正相关关系。线性回归结果表明，滥用领导、排斥和权力距离对员工沉默有正向预测作用。调节分析表明，权力距离显著调节了员工沉默与滥用领导和职场排斥的关系。拟议的研究为未来的研究人员提供了一些建议和结论，他们可能有兴趣研究教师在高权力距离文化中遭受的虐待，这种文化迫使他们默默行动。
{"title":"Employee Silence Predicted by Abusive Leadership and Workplace Ostracism: Role of Employee Power Distance","authors":"N. Malik, Mohsin Atta, Subham Khalid","doi":"10.17583/ijelm.10373","DOIUrl":"https://doi.org/10.17583/ijelm.10373","url":null,"abstract":"The proposed research aimed to examine abusive leadership and workplace ostracism as predictors of employee silence among school teachers in Sargodha, Pakistan. Studies further tend to examine the moderating role of power distance. Purposive sampling was employed to acquire the data. The research variables were quantified using the Abusive Supervision Scale (Mitchell & Ambrose, 2007), Workplace Exclusion Scale (Hitlan & Noel, 2009), Silence Scale (Van Dyne et al., 2003) and Power Distance Scale (Dorfman & Howell, 1988). Pearson correlation analysis revealed a significant relationship between abusive leadership, workplace ostracism, employee silence, and power distance. Results showed that abusive leadership, ostracism, silence, and power distance have a positive relationship with each other. The findings of linear regression revealed that abusive leadership, ostracism and power distance positively predicted employee silence. Moderation analysis revealed that power distance significantly moderated the relationship of abusive leadership and workplace ostracism with employee silence. The proposed research provides some recommendations and conclusions for future researchers who may be interested in examining the abuse that teachers experience in a high-power-distance culture that compels them to act silently.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49261691","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}
Mehmet Sayici, Alexandra-Helen Soulani, Mehmet Si̇ncar
Although social justice is an old concept, practical applications of it in education are relatively new and highly dependent on contextual variables, just as social justice leadership. Social justice leadership has been fostered by various distinctive factors in western and eastern societies. From this point of view, the authors attempt to compare Greek and Turkish school principals’ social justice leadership to reveal the similarities and differences between them. In this qualitative case study, 12 principals in total from Greece and Turkey were interviewed through in-depth semi-structured interview questions. Comparative analysis was employed to identify the similarities and differences between principals’ practices, internal and external social justice leadership resources, supports and hindrances. The results show that while the principals adopt universal social justice principles, they also use their own methods because of their schools’ contexts and their life experiences.
{"title":"Cross Analysis on Social Justice Leadership of School Principals in Turkey and Greece","authors":"Mehmet Sayici, Alexandra-Helen Soulani, Mehmet Si̇ncar","doi":"10.17583/ijelm.10908","DOIUrl":"https://doi.org/10.17583/ijelm.10908","url":null,"abstract":"Although social justice is an old concept, practical applications of it in education are relatively new and highly dependent on contextual variables, just as social justice leadership. Social justice leadership has been fostered by various distinctive factors in western and eastern societies. From this point of view, the authors attempt to compare Greek and Turkish school principals’ social justice leadership to reveal the similarities and differences between them. In this qualitative case study, 12 principals in total from Greece and Turkey were interviewed through in-depth semi-structured interview questions. Comparative analysis was employed to identify the similarities and differences between principals’ practices, internal and external social justice leadership resources, supports and hindrances. The results show that while the principals adopt universal social justice principles, they also use their own methods because of their schools’ contexts and their life experiences.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":"7 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139368459","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}
An essential and prima facie component for effective technology integration in education and management of schools is the sense of - efficacy of the school principal. This promising, but largely unexplored avenue in research was the aim of this study that employed a quantitative method design using The Principal Sense of Efficacy Scale (PSES) (Tchannen-Moran & Gareis, 2004) to measure school principals’ sense of efficacy and Level of technology integration for assessing the various levels of technology integration (LoTi) Moersch (1999) to measure school principals’ level of technology integration. 167 school principals working in different regions of Morocco formed the population concerned. Findings of the study demonstrated that Moroccan school principals have a moderate sense of efficacy at (PSES) scale and low sense of efficacy at the sub-scales wherein Moral –efficacy (M = 24.40, SD = 3.96), management –efficacy (M = 30.72, SD = 3.60) and finally instructional efficacy levels (M= 28.85, SD = 4.14). These significant differences in descriptive statistics reached significance in the inferential analyses as well.
{"title":"School Principals’ Self-Efficacy beliefs for Technology Integration in Moroccan Public Schools","authors":"Noureddine Laouni","doi":"10.17583/ijelm.9154","DOIUrl":"https://doi.org/10.17583/ijelm.9154","url":null,"abstract":"An essential and prima facie component for effective technology integration in education and management of schools is the sense of - efficacy of the school principal. This promising, but largely unexplored avenue in research was the aim of this study that employed a quantitative method design using The Principal Sense of Efficacy Scale (PSES) (Tchannen-Moran & Gareis, 2004) to measure school principals’ sense of efficacy and Level of technology integration for assessing the various levels of technology integration (LoTi) Moersch (1999) to measure school principals’ level of technology integration. 167 school principals working in different regions of Morocco formed the population concerned. Findings of the study demonstrated that Moroccan school principals have a moderate sense of efficacy at (PSES) scale and low sense of efficacy at the sub-scales wherein Moral –efficacy (M = 24.40, SD = 3.96), management –efficacy (M = 30.72, SD = 3.60) and finally instructional efficacy levels (M= 28.85, SD = 4.14). These significant differences in descriptive statistics reached significance in the inferential analyses as well.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44911823","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}
Supporting efforts to build efficacy in leadership capabilities and capacities is instrumental in the process of leadership development for education and leadership students. Research suggests that those individuals in their fields with a greater sense of efficacy tend to remain longer, with more success. While there has been much research to support the importance of efficacy and the positive benefits of study abroad experiences, this case study examines the self-described changes in participants’ perceptions of leadership styles at the completion of a study abroad program. A qualitative case study describes the changing perceptions using composite narrative, in effort to maintain the anonymity of the seven participants. The article reports the findings of seven interviews (six complete and one partial) with students who participated in the trip and corresponding coursework prior. It examines three aspects of leadership: changing perceptions of leadership, altering individual leadership styles, and improving confidence and competence in leadership abilities.
{"title":"Building Leaders Abroad: Increasing Educational Leadership Efficacy through Short Term Study Abroad","authors":"Abbie R. Strunc, Kelly Coke, D. Price","doi":"10.17583/ijelm.10497","DOIUrl":"https://doi.org/10.17583/ijelm.10497","url":null,"abstract":"Supporting efforts to build efficacy in leadership capabilities and capacities is instrumental in the process of leadership development for education and leadership students. Research suggests that those individuals in their fields with a greater sense of efficacy tend to remain longer, with more success. While there has been much research to support the importance of efficacy and the positive benefits of study abroad experiences, this case study examines the self-described changes in participants’ perceptions of leadership styles at the completion of a study abroad program. A qualitative case study describes the changing perceptions using composite narrative, in effort to maintain the anonymity of the seven participants. The article reports the findings of seven interviews (six complete and one partial) with students who participated in the trip and corresponding coursework prior. It examines three aspects of leadership: changing perceptions of leadership, altering individual leadership styles, and improving confidence and competence in leadership abilities.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44686138","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}
This article tries to answer the question of whether distributed leadership contributes significantly to the development of an inclusive school. For this, a systematic review of the literature has been carried out, based on the PRISMA strategy, of articles from 2011 to 2021 that describe 35 schools with distributed leadership. The findings reflect that there is a relationship between distributed leadership, promoted by the principal, and the achievement of an inclusive school. We found that elements of distributed leadership such as cooperative teamwork and decision-making lead to a focus on student-centred educational approaches, encouraging their participation, their families’ participation, and sometimes, the need to count on people outside the school itself. It is also noted that distributed leadership promotes inclusive teacher training. On the other hand, some barriers arise that hinder the participation of students and their families. It concludes with the need to train management teams in distributed leadership and promote legislative changes to favour the participation of all students without exceptions.
{"title":"Distributed Leadership and Inclusive schools","authors":"Federico Tejeiro","doi":"10.17583/ijelm.10997","DOIUrl":"https://doi.org/10.17583/ijelm.10997","url":null,"abstract":"This article tries to answer the question of whether distributed leadership contributes significantly to the development of an inclusive school. For this, a systematic review of the literature has been carried out, based on the PRISMA strategy, of articles from 2011 to 2021 that describe 35 schools with distributed leadership. The findings reflect that there is a relationship between distributed leadership, promoted by the principal, and the achievement of an inclusive school. We found that elements of distributed leadership such as cooperative teamwork and decision-making lead to a focus on student-centred educational approaches, encouraging their participation, their families’ participation, and sometimes, the need to count on people outside the school itself. It is also noted that distributed leadership promotes inclusive teacher training. On the other hand, some barriers arise that hinder the participation of students and their families. It concludes with the need to train management teams in distributed leadership and promote legislative changes to favour the participation of all students without exceptions.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43836691","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}
There have been numerous studies that were already conducted concerning the relationship between styles of leadership and commitment from various disciplines; however, there are only a few to no investigations performed regards to dance space. This present study aimed to determine the relationship between the leadership styles of choreographers and the commitment of student dancers from various Higher Education Institutions (HEIs) on the entire island of Luzon in the Philippines. The gathering of data has been conducted via an online survey using LSQ and OCQ to 105 choreographers and 228 student dancers. The findings revealed that most of the choreographers apply the democratic leadership style; while the commitment level of student dancers is moderately high. Moreover, no relationship between the leadership style and commitment was observed which accepted the null hypothesis tested for this study. Based on the yielded results, leadership and management development programs are recommended to choreographers for them to be educated on what appropriate and effective leadership style they can practice, to heighten commitment and improve their relationship with student dancers. Additionally, programs to intensify the commitment of student dancers are highly suggested. Conducting a similar study is highly recommended to support or refute the findings of this research.
{"title":"The Relationship of Leadership Style to Commitment: Choreographers and Student Dancers’ Perspective","authors":"Joseph T. Lobo","doi":"10.17583/ijelm.10397","DOIUrl":"https://doi.org/10.17583/ijelm.10397","url":null,"abstract":"There have been numerous studies that were already conducted concerning the relationship between styles of leadership and commitment from various disciplines; however, there are only a few to no investigations performed regards to dance space. This present study aimed to determine the relationship between the leadership styles of choreographers and the commitment of student dancers from various Higher Education Institutions (HEIs) on the entire island of Luzon in the Philippines. The gathering of data has been conducted via an online survey using LSQ and OCQ to 105 choreographers and 228 student dancers. The findings revealed that most of the choreographers apply the democratic leadership style; while the commitment level of student dancers is moderately high. Moreover, no relationship between the leadership style and commitment was observed which accepted the null hypothesis tested for this study. Based on the yielded results, leadership and management development programs are recommended to choreographers for them to be educated on what appropriate and effective leadership style they can practice, to heighten commitment and improve their relationship with student dancers. Additionally, programs to intensify the commitment of student dancers are highly suggested. Conducting a similar study is highly recommended to support or refute the findings of this research. ","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49469454","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}
The major objective of this study is to assess the most common school leadership practices in the Dire Dawa Administrative region and their relationship with student achievement. To this end, it used a cross-sectional and correlational study design. Sample schools were selected using purposive sampling techniques and principals and vice-principals were selected using the availability sampling method. Accordingly, 16 schools and 48 principals participated in the study. Data was collected using a self-developed questionnaire, interview and document analysis. The reliability of the self-developed questionnaire was .77. Student achievement data for the three years the principal/vice principal was assigned were collected from the regional education bureau data set. The collected data was analyzed using narrative analysis, descriptive and inferential statistics. The relationship between leadership preparation and student achievement was analyzed using correlation and simple regression. The findings indicated strong relationship between leadership development and student achievement with r=0.18 at a p<0.05 level of significance. The relationship is moderate but significant at a p<0.05 level of significance and with rho=0.426. Whereas the most common leadership preparation strategy employed is experience sharing, with other strategies such as short-term training and job assignments being less common.
{"title":"The Nexus between School Leadership Preparation and Student Achievement","authors":"Daniel Mamo","doi":"10.17583/ijelm.10237","DOIUrl":"https://doi.org/10.17583/ijelm.10237","url":null,"abstract":"The major objective of this study is to assess the most common school leadership practices in the Dire Dawa Administrative region and their relationship with student achievement. To this end, it used a cross-sectional and correlational study design. Sample schools were selected using purposive sampling techniques and principals and vice-principals were selected using the availability sampling method. Accordingly, 16 schools and 48 principals participated in the study. Data was collected using a self-developed questionnaire, interview and document analysis. The reliability of the self-developed questionnaire was .77. Student achievement data for the three years the principal/vice principal was assigned were collected from the regional education bureau data set. The collected data was analyzed using narrative analysis, descriptive and inferential statistics. The relationship between leadership preparation and student achievement was analyzed using correlation and simple regression. The findings indicated strong relationship between leadership development and student achievement with r=0.18 at a p<0.05 level of significance. The relationship is moderate but significant at a p<0.05 level of significance and with rho=0.426. Whereas the most common leadership preparation strategy employed is experience sharing, with other strategies such as short-term training and job assignments being less common.","PeriodicalId":41651,"journal":{"name":"International Journal of Educational Leadership and Management","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47749780","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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