Pub Date : 2023-11-06DOI: 10.1080/13603124.2023.2274362
C. Musandu, L. C. Jita, A. A. Bada
ABSTRACTIn this study, we sought from a sample of secondary school history teachers their opinions and experiences of instructional leadership. We adopt the mixed methods approach that involved 200 and 13 respondents each, for the quantitative and qualitative strands of data, respectively. Two instruments (survey questionnaire and focus group discussion protocol) were used for data collection. The results indicate a limit to the instructional leadership experienced by teachers in secondary schools. Despite the inadequacy in the leadership experienced, regular meetings on students’ performance were reported highest among the instructional leadership practiced in secondary schools. Findings from this study emphasized the distribution of leadership among formal and informal leaders, which include the teachers, to sustain the achievement of school goals and mission. We conclude that the practice of instructional leadership should be extended to other crucial stakeholders, especially history teachers. The study contributes to scholarship by arguing for collaboration between school leaders and teachers to make the achievement of school goals and mission easier. The study also argues for a flexible leadership framework that meets the local condition(s) peculiar to the research site of interest. AcknowledgmentsThis article is generated from an unpublished doctoral thesis of C. Musandu. The details will be captured here after peer review.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsC. MusanduCosmas Musandu is a College Lecturer with over 13 years teaching experience. He bagged his Doctorate Degree in Curriculum Studies (History Education), from the University of the Free State, Bloemfontein, South Africa, in the year 2019. Prior to this, he obtained a Diploma in Education from Hillside Teachers’ College and later graduated from the University of Zimbabwe with a Bachelor of Education Degree. He won a book prize from the University of Zimbabwe in 2001 and proceeded to attain a Master of Education Degree with merit, from the same university in 2010. He obtained another Bachelor of Science Special Honours Degree in Monitoring and Evaluation (first class) from Lupane State University, and a Master of Social Science Degree from the same university in 2022. He has attended conferences both nationally and internally.L. C. JitaLoyiso Jita is the Dean and SANRAL Chair in Science, Mathematics and Technology Education, Faculty of Education, University of the Free State, Bloemfontein (RSA), South Africa. He holds a multi-disciplinary PhD in Curriculum Studies, Science Teaching, and Education Policy Studies from Michigan State University (MSU) in the USA. His research interest are teacher change, classroom reform and instructional leadership for the improvement of teaching and learning in science and mathematics education.A. A. BadaAbiodun Adekunle Bada is a Senior Lecturer in the Departm
{"title":"Teachers’ opinion and experiences of the application of instructional leadership: evidence from history teachers","authors":"C. Musandu, L. C. Jita, A. A. Bada","doi":"10.1080/13603124.2023.2274362","DOIUrl":"https://doi.org/10.1080/13603124.2023.2274362","url":null,"abstract":"ABSTRACTIn this study, we sought from a sample of secondary school history teachers their opinions and experiences of instructional leadership. We adopt the mixed methods approach that involved 200 and 13 respondents each, for the quantitative and qualitative strands of data, respectively. Two instruments (survey questionnaire and focus group discussion protocol) were used for data collection. The results indicate a limit to the instructional leadership experienced by teachers in secondary schools. Despite the inadequacy in the leadership experienced, regular meetings on students’ performance were reported highest among the instructional leadership practiced in secondary schools. Findings from this study emphasized the distribution of leadership among formal and informal leaders, which include the teachers, to sustain the achievement of school goals and mission. We conclude that the practice of instructional leadership should be extended to other crucial stakeholders, especially history teachers. The study contributes to scholarship by arguing for collaboration between school leaders and teachers to make the achievement of school goals and mission easier. The study also argues for a flexible leadership framework that meets the local condition(s) peculiar to the research site of interest. AcknowledgmentsThis article is generated from an unpublished doctoral thesis of C. Musandu. The details will be captured here after peer review.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsC. MusanduCosmas Musandu is a College Lecturer with over 13 years teaching experience. He bagged his Doctorate Degree in Curriculum Studies (History Education), from the University of the Free State, Bloemfontein, South Africa, in the year 2019. Prior to this, he obtained a Diploma in Education from Hillside Teachers’ College and later graduated from the University of Zimbabwe with a Bachelor of Education Degree. He won a book prize from the University of Zimbabwe in 2001 and proceeded to attain a Master of Education Degree with merit, from the same university in 2010. He obtained another Bachelor of Science Special Honours Degree in Monitoring and Evaluation (first class) from Lupane State University, and a Master of Social Science Degree from the same university in 2022. He has attended conferences both nationally and internally.L. C. JitaLoyiso Jita is the Dean and SANRAL Chair in Science, Mathematics and Technology Education, Faculty of Education, University of the Free State, Bloemfontein (RSA), South Africa. He holds a multi-disciplinary PhD in Curriculum Studies, Science Teaching, and Education Policy Studies from Michigan State University (MSU) in the USA. His research interest are teacher change, classroom reform and instructional leadership for the improvement of teaching and learning in science and mathematics education.A. A. BadaAbiodun Adekunle Bada is a Senior Lecturer in the Departm","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"2011 27","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135636729","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 : 2023-11-06DOI: 10.1080/13603124.2023.2276888
Aisha Naz Ansari, Muhammad Mujtaba Asad
ABSTRACTIn the contemprory education system, school effectivenessanticipates teacher dedication, sense of responsibilty, and team spirit. Such a soft shift in perspectives urges school leaders to reshape their administrative roles to architects of a conducive environment for ensuring the fulfilment of school goals and the promotion of teacher well-being. Arguably, this shift stipulates extended competencies of leadership, namely interpersonal and intrapersonal, which are the essential traits and competencies of Emotional Intelligence (EI). Therefore, this paper presents school heads’ perceived levels of emotional intelligence and the influence of EI on practiced leadership styles. A phenomenological case study was employed with representative cases of five schools. The sample comprised both school heads (n = 5) and teachers (n = 10). Data were collected using four methods, namely semi-structured interviews with teachers and school heads; shadowing of school heads’ to observe their behaviours; a web-based emotional intelligence test to assess school head’ perceived EI; and a self-assessment questionnaire of leadership styles. The findings highlight weak levels of emotional intelligence among school heads. The frequently preferred leadership styles include authoritarian and transactional which underscores a notably weak emotional intelligence integration in leadership practices. However, the sentiments of school heads and teachers varied, because the former considered leadership as their right to rule the team, while the latter found a disconnection between school heads and teachers and a concern for teacher well-being. The findings imply the urgent need to improve the EI of school heads to ensure teacher well-being. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsAisha Naz AnsariAisha Naz Ansari is a graduate of B.Ed (Hons.) from Sukkur IBA University and holds an MPhil in Education from AKU-IED. She currently works as a Research Associate on a large-scale study at Aga Khan University, Institute for Educational Development, Pakistan. She has published more than fifteen (15) research articles and research blogs in international and national journals and forums. Her research areas include systematic reviews, educational technology, educational psychology, teacher education, public-private partnerships, and classroom teaching and learning.Muhammad Mujtaba AsadDr. Muhammad Mujtaba Asad is serving as an Assistant Professor and Lead Researcher of Educational Technologies and TVET Research at Sukkur IBA University, Pakistan. Dr. Mujtaba has national and international working experience of more than 15 years in the industrialand educational sector in the domain of Educational Technologies in TVET, Work and Product-Based Industrial Education, and Competency-Based Education in TVET. Dr. Mujtaba has published more than seventy (70) research articles (WoS & Scopus Indexed) in reput
{"title":"Emotional intelligence and leadership styles: a case study of school heads in Pakistan","authors":"Aisha Naz Ansari, Muhammad Mujtaba Asad","doi":"10.1080/13603124.2023.2276888","DOIUrl":"https://doi.org/10.1080/13603124.2023.2276888","url":null,"abstract":"ABSTRACTIn the contemprory education system, school effectivenessanticipates teacher dedication, sense of responsibilty, and team spirit. Such a soft shift in perspectives urges school leaders to reshape their administrative roles to architects of a conducive environment for ensuring the fulfilment of school goals and the promotion of teacher well-being. Arguably, this shift stipulates extended competencies of leadership, namely interpersonal and intrapersonal, which are the essential traits and competencies of Emotional Intelligence (EI). Therefore, this paper presents school heads’ perceived levels of emotional intelligence and the influence of EI on practiced leadership styles. A phenomenological case study was employed with representative cases of five schools. The sample comprised both school heads (n = 5) and teachers (n = 10). Data were collected using four methods, namely semi-structured interviews with teachers and school heads; shadowing of school heads’ to observe their behaviours; a web-based emotional intelligence test to assess school head’ perceived EI; and a self-assessment questionnaire of leadership styles. The findings highlight weak levels of emotional intelligence among school heads. The frequently preferred leadership styles include authoritarian and transactional which underscores a notably weak emotional intelligence integration in leadership practices. However, the sentiments of school heads and teachers varied, because the former considered leadership as their right to rule the team, while the latter found a disconnection between school heads and teachers and a concern for teacher well-being. The findings imply the urgent need to improve the EI of school heads to ensure teacher well-being. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsAisha Naz AnsariAisha Naz Ansari is a graduate of B.Ed (Hons.) from Sukkur IBA University and holds an MPhil in Education from AKU-IED. She currently works as a Research Associate on a large-scale study at Aga Khan University, Institute for Educational Development, Pakistan. She has published more than fifteen (15) research articles and research blogs in international and national journals and forums. Her research areas include systematic reviews, educational technology, educational psychology, teacher education, public-private partnerships, and classroom teaching and learning.Muhammad Mujtaba AsadDr. Muhammad Mujtaba Asad is serving as an Assistant Professor and Lead Researcher of Educational Technologies and TVET Research at Sukkur IBA University, Pakistan. Dr. Mujtaba has national and international working experience of more than 15 years in the industrialand educational sector in the domain of Educational Technologies in TVET, Work and Product-Based Industrial Education, and Competency-Based Education in TVET. Dr. Mujtaba has published more than seventy (70) research articles (WoS & Scopus Indexed) in reput","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"2016 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135635486","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 : 2023-11-02DOI: 10.1080/13603124.2023.2272157
Steve Elliott, Michael Simeone, Kimberly A. Scott, Elizabeth Wentz
ABSTRACTColleges and universities increasingly aim to change their cultures to be more equitable, diverse, and inclusive (EDI). They often pursue large change-management programs that partly aim to canvass their institutions to identify potential EDI leaders and brokers amongfaculty, staff, and organizational units. Organizational data are good resources for EDI canvasses, but they can be difficult to collect, organize, and analyze. Poor data canvasing can forestall EDI canvasses and ultimately change-management programs. To address that problem, we used qualitative coding to iterate a set of data canvasing tools as we conducted EDI change-management programs at a large public university. We present here two typologies and four practices to help canvassers search for, organize, analyze, and interpret organizational data to quickly identify and iterate pools of potential EDI leaders and change agents further supportable as communities of practice. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the National Science Foundation [1812428].Notes on contributorsSteve ElliottSteve Elliott is Affiliate Faculty in the Center for Gender Equity in Science and Technology at Arizona State University. His research focuses on the interrelations between scientific reasoning, organizational practices, and institutions for funding research and development.Michael SimeoneMichael Simeone is an Associate Research Professor in the School for Complex Adaptive Systems at Arizona State University, where he co-leads the Information Competition Lab. His research includes multidisciplinary data science, analysis of human-technology networks, data visualization, and data-driven collaborations that bridge environmental sciences and humanities.Kimberly A. ScottKimberly A. Scott is Professor in the School of Transformation and the Founding Executive Director of the Center for Gender Equity in Science and Technology at Arizona State University. Her current research explores how social systems constrain or afford girls/women of color to become technosocial change agents in STEM.Elizabeth WentzElizabeth A. Wentz is the Vice Provost and Dean of the Graduate College and a Professor in the School of Geographical Sciences and Urban Planning at Arizona State University. Her research focuses on the design, implementation and evaluation of geographic technologies with particular emphasis on how such technologies can be used to understand urban environments.
摘要高校越来越倾向于将其文化转变为更加公平、多元和包容的文化。他们经常追求大型的变革管理项目，部分目的是游说他们的机构，在教员、员工和组织单位中识别潜在的EDI领导者和经纪人。组织数据是EDI调查的良好资源，但是它们很难收集、组织和分析。糟糕的数据分析可以阻止EDI分析，并最终改变管理程序。为了解决这个问题，当我们在一所大型公立大学执行EDI变更管理程序时，我们使用定性编码来迭代一组数据分析工具。我们在这里提出了两种类型和四种实践，以帮助推动者搜索、组织、分析和解释组织数据，以快速识别和迭代潜在的EDI领导者和作为实践社区进一步支持的变更代理池。披露声明作者未报告潜在的利益冲突。本研究得到了美国国家科学基金会[1812428]的支持。作者简介steve Elliott是亚利桑那州立大学科技性别平等中心的附属教员。他的研究重点是科学推理、组织实践和资助研究与发展的机构之间的相互关系。Michael Simeone是亚利桑那州立大学复杂适应系统学院的副教授，在那里他共同领导着信息竞争实验室。他的研究包括多学科数据科学、人类技术网络分析、数据可视化以及连接环境科学和人文科学的数据驱动合作。Kimberly A. Scott，亚利桑那州立大学转型学院教授，科学与技术性别平等中心创始执行主任。她目前的研究探索社会制度如何限制或负担有色人种女孩/妇女成为STEM中的技术社会变革推动者。Elizabeth a . Wentz是亚利桑那州立大学地理科学与城市规划学院的副教务长和院长，也是亚利桑那州立大学地理科学与城市规划学院的教授。她的研究重点是地理技术的设计、实施和评估，特别强调如何利用这些技术来理解城市环境。
{"title":"Practices and typologies for using organizational data to identify potential leaders for equity, diversity, and inclusion within institutions","authors":"Steve Elliott, Michael Simeone, Kimberly A. Scott, Elizabeth Wentz","doi":"10.1080/13603124.2023.2272157","DOIUrl":"https://doi.org/10.1080/13603124.2023.2272157","url":null,"abstract":"ABSTRACTColleges and universities increasingly aim to change their cultures to be more equitable, diverse, and inclusive (EDI). They often pursue large change-management programs that partly aim to canvass their institutions to identify potential EDI leaders and brokers amongfaculty, staff, and organizational units. Organizational data are good resources for EDI canvasses, but they can be difficult to collect, organize, and analyze. Poor data canvasing can forestall EDI canvasses and ultimately change-management programs. To address that problem, we used qualitative coding to iterate a set of data canvasing tools as we conducted EDI change-management programs at a large public university. We present here two typologies and four practices to help canvassers search for, organize, analyze, and interpret organizational data to quickly identify and iterate pools of potential EDI leaders and change agents further supportable as communities of practice. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the National Science Foundation [1812428].Notes on contributorsSteve ElliottSteve Elliott is Affiliate Faculty in the Center for Gender Equity in Science and Technology at Arizona State University. His research focuses on the interrelations between scientific reasoning, organizational practices, and institutions for funding research and development.Michael SimeoneMichael Simeone is an Associate Research Professor in the School for Complex Adaptive Systems at Arizona State University, where he co-leads the Information Competition Lab. His research includes multidisciplinary data science, analysis of human-technology networks, data visualization, and data-driven collaborations that bridge environmental sciences and humanities.Kimberly A. ScottKimberly A. Scott is Professor in the School of Transformation and the Founding Executive Director of the Center for Gender Equity in Science and Technology at Arizona State University. Her current research explores how social systems constrain or afford girls/women of color to become technosocial change agents in STEM.Elizabeth WentzElizabeth A. Wentz is the Vice Provost and Dean of the Graduate College and a Professor in the School of Geographical Sciences and Urban Planning at Arizona State University. Her research focuses on the design, implementation and evaluation of geographic technologies with particular emphasis on how such technologies can be used to understand urban environments.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"17 s1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135934524","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 : 2023-10-31DOI: 10.1080/13603124.2023.2272142
Ann Lopez, Carmel Roofe
{"title":"Leadership perspectives among high school principals in Jamaica: implications for school leadership development and policy","authors":"Ann Lopez, Carmel Roofe","doi":"10.1080/13603124.2023.2272142","DOIUrl":"https://doi.org/10.1080/13603124.2023.2272142","url":null,"abstract":"","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"48 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135872328","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 : 2023-10-31DOI: 10.1080/13603124.2023.2275636
Geva Iftach, Orly Shapira-Lishchinsky
{"title":"Eliciting ethical guidelines for school middle leaders in a social-ecological framework via role-play simulations","authors":"Geva Iftach, Orly Shapira-Lishchinsky","doi":"10.1080/13603124.2023.2275636","DOIUrl":"https://doi.org/10.1080/13603124.2023.2275636","url":null,"abstract":"","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"177 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135869449","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 : 2023-10-31DOI: 10.1080/13603124.2023.2275642
Charles L. Lowery, Michael E. Hess, Claire K. Garner Ramsey, Connor Fewell
{"title":"Opioids and school leaders: bricolage leadership in Appalachian Ohio","authors":"Charles L. Lowery, Michael E. Hess, Claire K. Garner Ramsey, Connor Fewell","doi":"10.1080/13603124.2023.2275642","DOIUrl":"https://doi.org/10.1080/13603124.2023.2275642","url":null,"abstract":"","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135869502","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 : 2023-10-31DOI: 10.1080/13603124.2023.2264254
Maria Dwyer, Surabhi Sahay
{"title":"Hiring college and university presidents: communication, agency, and culture","authors":"Maria Dwyer, Surabhi Sahay","doi":"10.1080/13603124.2023.2264254","DOIUrl":"https://doi.org/10.1080/13603124.2023.2264254","url":null,"abstract":"","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"59 31","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135870473","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 : 2023-10-23DOI: 10.1080/13603124.2023.2272141
Chinaza Uleanya
ABSTRACTThe subject of postdigital remains an issue being grappled about especially considering the different misconceptions about the era. Leadership in education is considered as a major phenomenon capable of driving success in the sector during the era. Thus, this study was conducted to explore the scholarly perceptions of leadership education in the postdigital era with focus on the African continent. A scoping review method was adopted. Sabinet and Scopus were adopted as the databases for the search using identified key terms. Sequel to the search on the selected databases, five articles were retrieved. The reviewed literature were coded, categorized and thematically analyzed. The finding of the study showed that there is paucity of literature in the subject. A shift is expected with new expectations following the move to a postdigital era; hence, education leaders are expected to prepare, acclimatize themselves and embrace the era for relevance. Also, critical research areas of EdTech were identified and education leaders are to promote and drive studies toward such identified spaces. Meanwhile, glocalization is considered paramount considering the African needs. Thus, education leaders are encouraged to consider the local needs and demands while taking cognizance of global standards and practices in the postdigital era. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsChinaza UleanyaChinaza Uleanya is an Associate Professor in the Department of Education Leadership and Management, University of Johannesburg, South Africa.
{"title":"Postdigital leadership in education: scoping review of the case of Africa","authors":"Chinaza Uleanya","doi":"10.1080/13603124.2023.2272141","DOIUrl":"https://doi.org/10.1080/13603124.2023.2272141","url":null,"abstract":"ABSTRACTThe subject of postdigital remains an issue being grappled about especially considering the different misconceptions about the era. Leadership in education is considered as a major phenomenon capable of driving success in the sector during the era. Thus, this study was conducted to explore the scholarly perceptions of leadership education in the postdigital era with focus on the African continent. A scoping review method was adopted. Sabinet and Scopus were adopted as the databases for the search using identified key terms. Sequel to the search on the selected databases, five articles were retrieved. The reviewed literature were coded, categorized and thematically analyzed. The finding of the study showed that there is paucity of literature in the subject. A shift is expected with new expectations following the move to a postdigital era; hence, education leaders are expected to prepare, acclimatize themselves and embrace the era for relevance. Also, critical research areas of EdTech were identified and education leaders are to promote and drive studies toward such identified spaces. Meanwhile, glocalization is considered paramount considering the African needs. Thus, education leaders are encouraged to consider the local needs and demands while taking cognizance of global standards and practices in the postdigital era. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsChinaza UleanyaChinaza Uleanya is an Associate Professor in the Department of Education Leadership and Management, University of Johannesburg, South Africa.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"14 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413125","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 : 2023-10-23DOI: 10.1080/13603124.2023.2272138
Johanna Mufic
This paper focuses on how the chain of command is construed in Swedish municipal adult education. With a qualitative research approach and by drawing on the theoretical and methodological framework ‘What’s the “problem” represented to be?’ (WPR) approach, the aim is directed at identifying, interrogating, and reconstructing problem representations. The empirical material consists of contemporary key adult education policy that focuses on the chain of command and was analyzed in NVivo. Ethical considerations as well as data credibility, validity and reliability reflections were made in the form of WPR-guided self-reflexivity. The results indicate that both heads of education and principals are held responsible for the ‘weaknesses’ of the chain of command. Different solutions are also construed to solve the ‘problem’ that calls for increased trust between the actors in the chain of command. However, this trust seems to be underpinned by a request for more follow-ups, rather than a trust in the principal’s pedagogical leadership. The way that these issues are construed as specific kinds of ‘problems’ and ‘solutions’ has effects on the individuals that are involved in adult education. Based on the analysis, the need for policymakers to work on understanding the unintentional consequences of policies is stressed.
{"title":"How the concept of the “chain of command” is construed through problematizations in Swedish adult education policy","authors":"Johanna Mufic","doi":"10.1080/13603124.2023.2272138","DOIUrl":"https://doi.org/10.1080/13603124.2023.2272138","url":null,"abstract":"This paper focuses on how the chain of command is construed in Swedish municipal adult education. With a qualitative research approach and by drawing on the theoretical and methodological framework ‘What’s the “problem” represented to be?’ (WPR) approach, the aim is directed at identifying, interrogating, and reconstructing problem representations. The empirical material consists of contemporary key adult education policy that focuses on the chain of command and was analyzed in NVivo. Ethical considerations as well as data credibility, validity and reliability reflections were made in the form of WPR-guided self-reflexivity. The results indicate that both heads of education and principals are held responsible for the ‘weaknesses’ of the chain of command. Different solutions are also construed to solve the ‘problem’ that calls for increased trust between the actors in the chain of command. However, this trust seems to be underpinned by a request for more follow-ups, rather than a trust in the principal’s pedagogical leadership. The way that these issues are construed as specific kinds of ‘problems’ and ‘solutions’ has effects on the individuals that are involved in adult education. Based on the analysis, the need for policymakers to work on understanding the unintentional consequences of policies is stressed.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"20 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413004","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 : 2023-10-17DOI: 10.1080/13603124.2023.2267008
Bradley D. F. Colpitts
ABSTRACTAmid stiff competition in the burgeoning East Asian higher education market, Japan has implemented a series of internationalization initiatives to buoy its floundering HE sector. This study employed an explanatory sequential mixed methods design to explore Japanese and non-Japanese faculty and leaders’ views of effective leadership and its role in internationalization processes. Utilizing Bass’s full range leadership model, this study first elicited faculty and leaders’ (n = 162) views on three leadership constructs (transformational, transactional, and passive avoidant) using the Multifactor Leadership Questionnaire (MLQ). The results of the MLQ informed semi-structured interviews with five Japanese and five non-Japanese (n = 10) faculty and leaders, exploring their views regarding effective leadership and its role in internationalizing their institutions. The results suggest that while both groups identify transformational leadership as most effective, there is a significant difference in terms of how they perceive its efficacy. The qualitative analysis offered further insight into how cultural norms affect leadership in Japanese universities and offered ideas regarding how leaders can more effectively integrate non-Japanese faculty and develop cohesive, diverse faculty units. The results suggest the high degree to which leadership affects the readiness of Japanese institutions to adapt to an increasingly transnational landscape. Disclosure statementNo potential conflict of interest was reported by the author.Availability of data and materialAll data has been retained by the author on a secure, external hard drive.Code availabilityNVivo.Ethics approvalUniversity of Calgary’s Conjoint Faculties Research Ethics Board (ethics ID: REB19–1527).Consent to participateYour signature on this form indicates that 1) you understand to your satisfaction the information provided to you about your participation in this research project, and 2) you agree to participate in the research project.In no way does this waive your legal rights nor release the investigators, sponsors, or involved institutions from their legal and professional responsibilities. You are free to withdraw from this research project at any time. You should feel free to ask for clarification or new information throughout your participation.Consent for publicationAs with above.Additional informationFundingPartial financial support was received from Kwansei Gakuin University.Notes on contributorsBradley D. F. ColpittsBradley D. F. Colpitts is an educational researcher and instructor with more than 15 years of teaching experience. He holds a doctoral degree in educational leadership and a master’s of education in TESOL from the University of Calgary, Canada, and his research interests meet at the nexus of these two disciplines
摘要在新兴的东亚高等教育市场竞争激烈的情况下，日本实施了一系列国际化举措，以提振其苦苦挣扎的高等教育部门。本研究采用解释性顺序混合方法设计，探讨日本和非日本教师和领导者对有效领导及其在国际化进程中的作用的看法。本研究采用巴斯的全方位领导模型，首先采用多因素领导问卷(MLQ)，引出教师和领导者(n = 162)对三个领导结构(变革型、交易型和被动回避型)的看法。MLQ的结果为对五名日本和五名非日本(n = 10)教师和领导人的半结构化访谈提供了信息，探讨了他们对有效领导及其在机构国际化中的作用的看法。结果表明，虽然两组人都认为变革型领导是最有效的，但在他们如何看待其有效性方面存在显著差异。定性分析进一步深入了解了文化规范如何影响日本大学的领导力，并提供了关于领导者如何更有效地整合非日本教师和发展有凝聚力、多样化的教师单位的想法。研究结果表明，领导力在很大程度上影响了日本机构适应日益跨国格局的准备程度。披露声明作者未报告潜在的利益冲突。数据和材料的可用性所有数据都由作者保留在一个安全的外部硬盘驱动器上。availabilityNVivo代码。伦理审批卡尔加里大学联合学院研究伦理委员会(伦理ID: REB19-1527)。您在此表上的签名表明:1)您理解并满意提供给您的有关您参与本研究项目的信息，2)您同意参加本研究项目。在任何情况下，这都不会放弃您的合法权利，也不会免除调查人员、赞助商或相关机构的法律和专业责任。您可以随时退出本研究项目。在整个参与过程中，您可以自由地要求澄清或提供新的信息。同意发表上述资料。额外信息资金部分资金支持来自关西学院大学。作者简介:bradley D. F. Colpitts是一位教育研究者和讲师，拥有超过15年的教学经验。他拥有加拿大卡尔加里大学教育领导博士学位和TESOL教育硕士学位，他的研究兴趣在这两个学科的联系上
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