Pub Date : 2023-12-07DOI: 10.1080/13603124.2023.2290144
Angela Lumpkin, Stephanie J. Jones
The overwhelming breadth and depth of responsibilities that Department Chairs (Chairs) in higher education are expected to complete make their jobs challenging and often lead to stress, burnout, an...
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Pub Date : 2023-11-19DOI: 10.1080/13603124.2023.2284287
David S. Suits
This review and ontological analysis will explore how the concept of leadership could be sacralized in Elite Traditional International Baccalaureate schools. I aim to challenge education researcher...
{"title":"Leadership sacralization in Elite Traditional International Baccalaureate schools: a Jungian lens review and analysis","authors":"David S. Suits","doi":"10.1080/13603124.2023.2284287","DOIUrl":"https://doi.org/10.1080/13603124.2023.2284287","url":null,"abstract":"This review and ontological analysis will explore how the concept of leadership could be sacralized in Elite Traditional International Baccalaureate schools. I aim to challenge education researcher...","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"21 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138533606","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 : 2023-11-16DOI: 10.1080/13603124.2023.2281357
Richard D’Souza
{"title":"What constitutes key professional knowledge for the cultural leadership of elementary schools? Considering career headteachers’ organizational knowledge","authors":"Richard D’Souza","doi":"10.1080/13603124.2023.2281357","DOIUrl":"https://doi.org/10.1080/13603124.2023.2281357","url":null,"abstract":"","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"38 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139268033","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 : 2023-11-16DOI: 10.1080/13603124.2023.2281353
Vicente Chua Reyes
What is most important in education reform? Is it leadership that guides and steers education reform initiatives? Or is it perhaps the innovation that is highlighted in the education reform itself?...
教育改革中最重要的是什么?是领导力在引导和引导教育改革举措吗?或者是教育改革本身所突出的创新?
{"title":"What is most important in education reform? The impact of leadership, innovation and partnerships","authors":"Vicente Chua Reyes","doi":"10.1080/13603124.2023.2281353","DOIUrl":"https://doi.org/10.1080/13603124.2023.2281353","url":null,"abstract":"What is most important in education reform? Is it leadership that guides and steers education reform initiatives? Or is it perhaps the innovation that is highlighted in the education reform itself?...","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138533626","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 : 2023-11-16DOI: 10.1080/13603124.2023.2281349
Alba Carvalho, João Leitão, Helena Alves
Considering the importance of Digital Transformation (DT) for better performance in Higher Education Institutions (HEIs), and the role played by leadership in the DT process, this study has a twin ...
{"title":"Digital transformation, state Hei performance and the moderating role of leadership","authors":"Alba Carvalho, João Leitão, Helena Alves","doi":"10.1080/13603124.2023.2281349","DOIUrl":"https://doi.org/10.1080/13603124.2023.2281349","url":null,"abstract":"Considering the importance of Digital Transformation (DT) for better performance in Higher Education Institutions (HEIs), and the role played by leadership in the DT process, this study has a twin ...","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"16 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138542021","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 : 2023-11-14DOI: 10.1080/13603124.2023.2267009
Mesfin Manaze Woldegebriel, Geberew Tulu Mekonnen
ABSTRACTThis study explored women principals’ leadership experiences, challenges, and their coping strategies for maintaining their positions. A qualitative study was employed using a semi-structured in-depth interview. Addis Ababa City Administration was purposively selected due to a high turnover of women principals. Eleven secondary school principals were selected using availability sampling as they are the only women principals in the city administration. The findings of the study revealed that women principals’ assignments in various positions such as department head, unit leader, vice principal, and women primary school principals commitment motivated them to aspire to become secondary school principals, along with strong support from their colleagues and their desire to be a leader. The study revealed that teachers’ unwillingness to accept women principals, insufficient support and inappropriate interference from top-level managers were major challenges they faced when executing their roles and responsibility. Respect for staff, patience, delegating work, implementing appropriate measures, and seeking cooperation from parents and the education department was found to be their crucial coping strategies. Large-scale research is needed, and more women principals should be encouraged to take leadership roles responsibilities. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMesfin Manaze WoldegebrielMesfin Manaze Woldegebriel is a PhD candidate at the University of Tasmania. Mesfin previously worked at Jigjiga University in Ethiopia as an assistant professor of educational policy and leadership and researcher and served in various leadership roles. His research interests include educational policy and leadership, diversity management in higher education, and teacher education.Geberew Tulu MekonnenGeberew Tulu Mekonnen is a Research Funding Officer at the University of Tasmania. He completed his PhD at the same university and his area of study is higher education governance. Prior to joining the University of Tasmania, he worked both in administrative and academic posts at Addis Ababa University, Ethiopia. His areas of interest are teacher education and higher education policy, governance and leadership.
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Pub Date : 2023-11-14DOI: 10.1080/13603124.2023.2272146
David Kyei-Nuamah, Zhengmei Peng
ABSTRACTResearch on principalship has become significant, especially regarding how their roles contribute to students learning. This study explores school principals’ leadership styles and practices and their contribution to students’ educational outcomes. Also, the binding relations between leadership styles and practices and students’ educational outcomes are identified. A qualitative method was employed to collect and analyze data using 3 senior high schools in Ghana. It further utilizes semi-structured interviews and focused group discussions with 201 participants. This study finds that the principals employed distributed, transformational and transactional leadership styles in different situations. Their practices, as a result, positioned them as strategic leaders. In addition, we found a ‘new’ contextual leadership ideology and practice: ‘management by working’ with these principals. The data further showed that the leadership ideologies of these principals were related to students’ educational outcomes through their practices. This research further accentuates the need for well-structured contextual best practices of principals about what works for students’ holistic educational outcomes. Also, the study suggests further empirical studies using schools in other regions to explore the best practices contributing to educational outcomes. Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe authors, will be glad to provide all data needed upon request.Notes1. Ghanaian pre-tertiary school system school leaders are called ‘headteachers’ or ‘Headmasters.’ However, in this study, we use the globally accepted name ‘principal.’2. Where there is an instructional or transformational leadership style, the study affirms its relations to teaching and learning, as posited by Hallinger and Heck (Citation2011). Therefore, it is used interchangeably.Additional informationFundingThe author(s) reported there is no funding associated with the work featured in this article.Notes on contributorsDavid Kyei-NuamahDavid Kyei-Nuamah is a Ph.D. student in the Department of Education at East China Normal University, Shanghai, China. His research areas include education policy, educational leadership and governance, and philosophy for education.Zhengmei PengZhengmei Peng is a professor and the director of the Institute of International and Comparative Education, Faculty of Education, East China Normal University. His areas of interest are comparative studies, education policy, and educational philosophy.
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Pub Date : 2023-11-14DOI: 10.1080/13603124.2023.2276355
Shankar Dhakal, Andrew Jones, Geoffrey W. Lummis
This qualitative case study explores the perceptions of three Nepali secondary principals regarding their leadership roles, behaviors, and experiences. By employing semi-structured interviews in both physical and virtual school contexts, it emphasizes the importance of understanding the specific contexts, critically evaluating global leadership trends, and adopting approaches that enhance student wellbeing. The study highlights the influence of sociocultural structures shaped by societal values and beliefs. Spiritual attributes like humility, compassion, and connectedness are identified as contextual knowledge for Nepali principals. The research identifies a gap in Nepali school leadership literature, providing practical insights for their future career pathways.
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Pub Date : 2023-11-07DOI: 10.1080/13603124.2023.2272137
Omar Aravena Kenigs, Carolina Villagra Bravo, Yanire Turra, María Elena Mellado Hernández
ABSTRACTThe objective of the study is to describe the academic counseling developed by a critical friend to a school directive team and its implications in the transformation of their pedagogical leadership practices. The participants were seven school directors in a school in the south of Chile and a teacher advisor who fulfilled the role of ‘critical friend’. This qualitative case study was framed within a sequential participatory action-research design that was divided into a diagnostic phase, a design and implementation of practices phase, and a transformation process evaluation phase. The collection of information was carried out through a follow-up logbook to support the directive team. This allowed documenting the pedagogical leadership ‘practice problems’. Likewise, discussion groups between the critical friend and the directive team were developed to inquire about the beliefs that supported their pedagogical decisions. The results showed a little involvement of the directive team in learning. On these critical knots, the friend`s support guided collaborative reflection processes and leadership practice development, which were based on key pedagogical principles for the construction of a learning community. It may be concluded that there is a need to expand the support experiences to directive teams from a dialogical and participatory perspective. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. In this context, a ‘cycle’ corresponds to two consecutive class grades together in the Elementary School system in Chile. So, First cycle corresponds to first and second grades; second cycle corresponds to third and fourth grades; third cycle corresponds to fifth and sixth grades.Additional informationFundingThis research has been carried out within the project Fondecyt de Iniciación N°11200738 funded by the National Research and Development Agency (ANID), Chile.Notes on contributorsOmar Aravena KenigsOmar Aravena Kenigs Secondary Education Teacher with a specialization in Physical Education from Universidad de Los Lagos, Chile; Master in School Management from Universidad Católica de Temuco, Chile, and Doctor of Innovation on Teacher Training from Universidad de Extremadura, Spain. He is an Assistant academic at Universidad Católica de Temuco. He is the academic coordinator of the School Management Master program at Universidad Católica de Temuco. His lines of research are pedagogical leadership, professional teacher development, and educational practice.Carolina Villagra BravoCarolina Villagra Bravo Primary Education Teacher from Universidad Católica de Temuco, Chile; Master in education with a specialization in Educational Assessment from Universidad de La Frontera, Chile, and Doctor of Innovation on Teacher Training from Universidad de Extremadura, Spain. She is an Associate Academic in the Primary Education Pedagogy career at Universidad Católica Silva Henríquez. Her lines of research are educational
摘要本研究的目的是描述批判性朋友对学校指导团队的学术咨询及其对其教学领导实践转变的影响。参与者是智利南部一所学校的七名校长和一名教师顾问，他们扮演着“关键朋友”的角色。这个定性案例研究是在一个连续的参与性行动研究设计框架内进行的，该设计分为诊断阶段、设计和实施实践阶段以及转型过程评估阶段。通过后续日志收集信息，以支持指导小组。这样就可以记录教学领导的“实践问题”。同样，在批评的朋友和指导团队之间建立讨论小组，询问支持他们教学决策的信念。结果显示，指导小组在学习中很少参与。在这些关键节点上，朋友的支持指导了协作反思过程和领导力实践的发展，这些都是基于构建学习型社区的关键教学原则。可以得出结论，有必要从对话和参与的角度将支助经验扩大到指导小组。披露声明作者未报告潜在的利益冲突。在这种情况下，“循环”对应于智利小学系统中连续两个班级的成绩。因此，第一周期对应一年级和二年级;第二个周期对应三年级和四年级;第三个周期对应于五年级和六年级。本研究是在智利国家研究与发展署(ANID)资助的Fondecyt de Iniciación N°11200738项目中进行的。somar Aravena Kenigs中学教育教师，智利洛斯拉各斯大学体育专业;智利特穆科大学Católica学校管理硕士，西班牙埃斯特雷马杜拉大学教师培训创新博士。他是Católica德特穆科大学的助理学者。他是universsidad Católica de Temuco学校管理硕士课程的学术协调员。他的研究方向是教学领导、专业教师发展和教育实践。Carolina Villagra Bravo，智利特穆科大学Católica小学教育教师;智利弗朗特拉大学教育评估专业硕士学位，西班牙埃斯特雷马杜拉大学教师培训创新博士学位。她是universsidad Católica Silva Henríquez小学教育教育学副研究员。她的研究方向是教育评估、领导力和学习管理。智利Pontificia university Católica de Villarrica小学教育教师;智利特木科大学(Católica de Temuco)学校管理硕士。她是智利兰科市Alberto Córdova Latorre学校的校长。她的研究方向是教育评估和教学领导。他曾任教于universsidad Católica de Temuco教育学院，并参加了由国家组织资助的各种研究项目。María Elena Mellado HernándezMaría Elena Mellado Hernández智利蓬蒂西亚大学小学教育教师Católica de Chile;智利弗朗特拉大学教育信息学硕士;西班牙埃斯特雷马杜拉大学教师形成与教育研究创新博士。她是universsidad Católica de Temuco教育学院儿童和小学教育系的副研究员。她也是universsidad Católica de Temuco学校管理硕士项目的主任。她的研究方向是教学领导力;教师培训;教育评估与学校改善
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Pub Date : 2023-11-06DOI: 10.1080/13603124.2023.2274364
Marta Lucchetti, Chang Zhu, Aysun Caliskan
ABSTRACTThere is ample evidence of the underrepresentation of women in academic leadership, especially in senior leadership roles. However, there is limited understanding of the barriers they face and the institutional measures that can promote gender equality. This study aims to fill this gap by exploring the perceptions and experiences of academic leaders of different genders and countries. Utilizing a qualitative research approach with a phenomenological design, we analyzed discussions from 75 academic leaders who participated in the LEAD2 MOOC forum on ‘Gender and Academic Leadership’. A thematic analysis of the discussion forum revealed socio-cultural barriers such as gender discrimination, organizational barriers rooted in male-dominated structures, and individual barriers such as work-life conflict. The study also highlights institutional policies and practices, such as unconscious bias training, transparent hiring and promotion criteria, and family-friendly measures, that can mitigate these barriers. The findings not only provide a comprehensive understanding of the challenges faced by women in academic leadership but also offer practical recommendations for policymakers and institutions. Finally, this study can serve as a foundation for future academic leadership development programs aimed at empowering female leaders. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectorsNotes on contributorsMarta LucchettiMarta Lucchetti is a Ph.D. candidate and working full-time on her Ph.D. research. Her research interests include educational leadership, educational innovation, educational technologies, and diversity and inclusion in higher education and the school context.Chang ZhuChang Zhu is a full professor in Educational Sciences at the Vrije Universiteit Brussel (VUB). She is the promoter and principal investigator of several key fundamental research projects in the field of higher education, internationalization, university governance, academic leadership, digital competence, digital pedagogy, educational innovations, online and blended learning, MOOC, ICT-supported learning, and social inclusion in digital learning environments.Aysun CaliskanAysun Caliskan is a postdoctoral researcher in Educational Sciences at the Vrije Universiteit Brussel (VUB). Her research mainly focuses on academic leadership, university governance, organizational culture, and educational innovations.
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