Pub Date : 2023-10-17DOI: 10.1080/13603124.2023.2261403
Shawn Joseph, Khalid Arar, Hasan Karaburk, Salman Elbedour
ABSTRACTAlthough the Obama-Biden administration recognized and the Biden-Harris administration continues to emphasize the importance of science, technology, engineering, and mathematics (STEM), including medicine, for the nation’s continuing prosperity, the United States produces significantly fewer STEM graduates than other countries. To make up the difference, the United States relies on foreign STEM workers. For a variety of reasons, it would be better to produce STEM professionals domestically. One approach to narrow or eliminate the gap between the number of STEM workers the United States needs and the number of graduates in STEM fields is to attract and maintain more women of color in STEM careers. Fulfilling this vision requires superintendents who view getting more African-American female students interested in STEM as both an economic and social justice issue. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsShawn JosephDr. Shawn Joseph’s passion for equity and social justice has led him to serve in a number of positions in the world of education. He has been an English teacher, school administrator, central office administrator, and superintendent in Delaware and Tennessee. He served on the faculty of Fordham University in the Department of Educational Leadership, Administration, and Policy during the 2019-2020 school year and is currently Co-Director of the AASA/Howard Urban Superintendent Academy and Assistant Professor of Educational Leadership, Administration, and Policy Studies at Howard University.Khalid ArarKhalid H. Arar, Ph.D. is a Professor of Educational Leadership and Policy, Education and Community Leadership, School Improvement Doctoral Program, College of Education at Texas State University. His international and comparative research scholarship is rooted at the nexus of social justice, equity, and diversity in educational leadership and policy. His research interests contribute in a novel, robust, and significant way to the scholarship of social justice leadership and policy, more specifically to the area of refugee welcome education. For the past two decades, he has conducted studies in the Middle East, Europe, the Mediterranean, North America, and the United States. His book: School Leadership for Refugees, was a winner of Routledge’s prestigious choice Outstanding Academic Title in 2021. He was recently awarded the title of Honorary Professor of International Studies at Texas State University, while AERA Division A honored him with the Excellence in Research Award 2023. Prof. Arar has served on amble of international scholarly conference boards; he is on the editorial board of 12 scholarly journals editor-in-chief of Leadership and Policy in Schools, and associate editor of Journal of Educational Administration and History, and Equity in Education and Society.Hasan KaraburkDr. Hasan Karaburk is a professor of education and the president at W
尽管奥巴马-拜登政府认识到并且拜登-哈里斯政府继续强调科学、技术、工程和数学(STEM)(包括医学)对国家持续繁荣的重要性，但美国培养的STEM毕业生明显少于其他国家。为了弥补这一差距，美国依靠外国STEM工作者。出于各种原因，在国内培养STEM专业人才会更好。缩小或消除美国所需的STEM工人数量与STEM领域毕业生数量之间差距的一种方法是吸引和留住更多有色人种女性从事STEM职业。要实现这一愿景，教育主管必须将让更多非裔美国女学生对STEM感兴趣视为经济和社会正义问题。披露声明作者未报告潜在的利益冲突。其他信息:贡献者说明:shawn JosephDr。肖恩·约瑟夫对公平和社会正义的热情使他在教育界担任了许多职位。他曾在特拉华州和田纳西州担任英语教师、学校管理员、中央办公室管理员和督学。2019-2020学年，他曾在福特汉姆大学教育领导、行政和政策系任职，目前是AASA/霍华德城市监督学院的联合主任，也是霍华德大学教育领导、行政和政策研究的助理教授。Khalid H. Arar，博士，德克萨斯州立大学教育学院教育领导与政策、教育与社区领导、学校改进博士课程教授。他的国际和比较研究奖学金植根于社会正义、公平和教育领导和政策多样性的联系。他的研究兴趣以一种新颖、有力和重要的方式为社会正义、领导力和政策的学术研究做出了贡献，更具体地说，是在难民欢迎教育领域。在过去的二十年里，他在中东、欧洲、地中海、北美和美国进行了研究。他的著作《难民的学校领导》在2021年获得了劳特利奇大学的杰出学术称号。他最近被授予德克萨斯州立大学国际研究荣誉教授的称号，而AERA A分部授予他2023年卓越研究奖。Arar教授曾在多个国际学术会议委员会任职;他是12种学术期刊的编辑委员会成员，《学校领导与政策》主编，《教育行政与历史》和《教育与社会公平》的副主编。哈桑KaraburkDr。哈桑·卡拉伯克(hassan Karaburk)是华盛顿科技大学的教育学教授和校长。除了担任行政职务外，他还教授研究生和本科生的领导力课程。他专注于开发和实施STEM相关课程，他是社会正义改革的热心支持者，促进服务不足，弱势群体和社会经济风险人群的多样性，公平性和包容性。萨尔曼·ElbedourDr。Salman Elbedour是霍华德大学人类发展与心理教育研究系的教授，在那里他教授发展精神病理学、儿童虐待与忽视、弹性和基于证据的课堂实践等博士级课程。他发表了大量文章，他的研究领域主要涉及社会情感行为科学主题，重点关注高风险弱势群体和服务不足的人群，如少数民族，生活在战区的儿童，有特殊需要的学生，以及少数民族在STEM领域的代表性不足。他在学校危机、学校暴力以及制定综合学校安全与危机计划(准备、预防、反应/干预、后续行动)方面进行了大量研究。
{"title":"Superintendents as social justice advocates for African American female students in STEM","authors":"Shawn Joseph, Khalid Arar, Hasan Karaburk, Salman Elbedour","doi":"10.1080/13603124.2023.2261403","DOIUrl":"https://doi.org/10.1080/13603124.2023.2261403","url":null,"abstract":"ABSTRACTAlthough the Obama-Biden administration recognized and the Biden-Harris administration continues to emphasize the importance of science, technology, engineering, and mathematics (STEM), including medicine, for the nation’s continuing prosperity, the United States produces significantly fewer STEM graduates than other countries. To make up the difference, the United States relies on foreign STEM workers. For a variety of reasons, it would be better to produce STEM professionals domestically. One approach to narrow or eliminate the gap between the number of STEM workers the United States needs and the number of graduates in STEM fields is to attract and maintain more women of color in STEM careers. Fulfilling this vision requires superintendents who view getting more African-American female students interested in STEM as both an economic and social justice issue. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsShawn JosephDr. Shawn Joseph’s passion for equity and social justice has led him to serve in a number of positions in the world of education. He has been an English teacher, school administrator, central office administrator, and superintendent in Delaware and Tennessee. He served on the faculty of Fordham University in the Department of Educational Leadership, Administration, and Policy during the 2019-2020 school year and is currently Co-Director of the AASA/Howard Urban Superintendent Academy and Assistant Professor of Educational Leadership, Administration, and Policy Studies at Howard University.Khalid ArarKhalid H. Arar, Ph.D. is a Professor of Educational Leadership and Policy, Education and Community Leadership, School Improvement Doctoral Program, College of Education at Texas State University. His international and comparative research scholarship is rooted at the nexus of social justice, equity, and diversity in educational leadership and policy. His research interests contribute in a novel, robust, and significant way to the scholarship of social justice leadership and policy, more specifically to the area of refugee welcome education. For the past two decades, he has conducted studies in the Middle East, Europe, the Mediterranean, North America, and the United States. His book: School Leadership for Refugees, was a winner of Routledge’s prestigious choice Outstanding Academic Title in 2021. He was recently awarded the title of Honorary Professor of International Studies at Texas State University, while AERA Division A honored him with the Excellence in Research Award 2023. Prof. Arar has served on amble of international scholarly conference boards; he is on the editorial board of 12 scholarly journals editor-in-chief of Leadership and Policy in Schools, and associate editor of Journal of Educational Administration and History, and Equity in Education and Society.Hasan KaraburkDr. Hasan Karaburk is a professor of education and the president at W","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"274-275 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135993706","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: 10.1080/13603124.2023.2267029
Majid Ghasemy, Liu Siwei, Morshidi Sirat
ABSTRACTThis paper explores the intertwined yet distinct roles and responsibilities of leadership and management within higher education institutions. The study underscores the importance of identifying key differentiating indicators of academic leadership and management while emphasizing the need to enhance leadership and management development programs to align with the ever-evolving higher education landscape. Our focus centers on crucial leadership capabilities and managerial competencies exhibited by academic leaders, placing particular emphasis on the value of the academic leadership capability framework as a facilitative tool for academic leadership and management development. After establishing the context of the study, we conduct a selective review of relevant research aimed at identifying effective academic leadership qualities. Next, we delve into the academic leadership capability framework, offering comprehensive insights into its applicability. The paper proceeds to introduce the bibliometric methodology employed, explaining how 610 Scopus-indexed publications on academic leadership and management development, spanning 53 years (1970 to mid-July 2023), were systematically analyzed. Presenting the bibliometric results, we engage in a comprehensive discussion concerning the theoretical and practical/societal implications derived from our findings. Finally, the paper concludes by providing recommendations for future research in this vital domain. AcknowledgmentsThe authors are grateful to Emeritus Professor Geoffrey Scott from Western University Sydney for his invaluable input. The corresponding author expresses gratitude to Zeynab Khodaei, Ilia Ghasemy, and Aria Ghasemy, and dedicates this review paper to the incredible and brave women and men of Iran.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe articles analyzed in the bibliometric study can be accessed from the Scopus database using the query provided under the methodology section of this paper.Additional informationFundingThis study has been funded by the Universiti Sains Malaysia [Grant Number: 304/CIPPTN/6315200].Notes on contributorsMajid GhasemyMajid Ghasemy, a Senior Lecturer at the National Higher Education Research Institute (IPPTN), Universiti Sains Malaysia (USM), has an accomplished career, encompassing roles such as coordinating the Global Higher Education Network (GHEN) Malaysia and serving as a mentor for the Web of Science (Publons) Academy. He is also a consultant for Multivariate Software, S.A.P.I. de C.V., and is certified as a senior trainer for ATLAS.tiLiu SiweiLiu Siwei is currently pursuing a PhD at IPPTN, USM, with a specialization in university branding research. His doctoral thesis centers on investigating the factors leading to university brand identification among students and exploring its outcomes. The primary goal of his research is to uncover the underlying rationale behind students'
{"title":"Academic leaders navigating change: a comprehensive bibliometric review paper of crucial leadership capabilities and managerial competencies","authors":"Majid Ghasemy, Liu Siwei, Morshidi Sirat","doi":"10.1080/13603124.2023.2267029","DOIUrl":"https://doi.org/10.1080/13603124.2023.2267029","url":null,"abstract":"ABSTRACTThis paper explores the intertwined yet distinct roles and responsibilities of leadership and management within higher education institutions. The study underscores the importance of identifying key differentiating indicators of academic leadership and management while emphasizing the need to enhance leadership and management development programs to align with the ever-evolving higher education landscape. Our focus centers on crucial leadership capabilities and managerial competencies exhibited by academic leaders, placing particular emphasis on the value of the academic leadership capability framework as a facilitative tool for academic leadership and management development. After establishing the context of the study, we conduct a selective review of relevant research aimed at identifying effective academic leadership qualities. Next, we delve into the academic leadership capability framework, offering comprehensive insights into its applicability. The paper proceeds to introduce the bibliometric methodology employed, explaining how 610 Scopus-indexed publications on academic leadership and management development, spanning 53 years (1970 to mid-July 2023), were systematically analyzed. Presenting the bibliometric results, we engage in a comprehensive discussion concerning the theoretical and practical/societal implications derived from our findings. Finally, the paper concludes by providing recommendations for future research in this vital domain. AcknowledgmentsThe authors are grateful to Emeritus Professor Geoffrey Scott from Western University Sydney for his invaluable input. The corresponding author expresses gratitude to Zeynab Khodaei, Ilia Ghasemy, and Aria Ghasemy, and dedicates this review paper to the incredible and brave women and men of Iran.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe articles analyzed in the bibliometric study can be accessed from the Scopus database using the query provided under the methodology section of this paper.Additional informationFundingThis study has been funded by the Universiti Sains Malaysia [Grant Number: 304/CIPPTN/6315200].Notes on contributorsMajid GhasemyMajid Ghasemy, a Senior Lecturer at the National Higher Education Research Institute (IPPTN), Universiti Sains Malaysia (USM), has an accomplished career, encompassing roles such as coordinating the Global Higher Education Network (GHEN) Malaysia and serving as a mentor for the Web of Science (Publons) Academy. He is also a consultant for Multivariate Software, S.A.P.I. de C.V., and is certified as a senior trainer for ATLAS.tiLiu SiweiLiu Siwei is currently pursuing a PhD at IPPTN, USM, with a specialization in university branding research. His doctoral thesis centers on investigating the factors leading to university brand identification among students and exploring its outcomes. The primary goal of his research is to uncover the underlying rationale behind students'","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136033269","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 : 2023-10-09DOI: 10.1080/13603124.2023.2264257
Claire Alkouatli, Mohamed Abdalla, Nezar Faris, Siti Nur Hidayah
ABSTRACTThis interpretive study centers the marginalized voices of female Islamic school leaders in Australia and New Zealand. Sharing perspectives on their experiences leading Islamic schools situated in evolving, heterogeneous communities – facing male dominance both within their communities and beyond, in the larger society – these women revealed that their work involves sophisticated conceptual reconciliation as part of nuanced leadership at multiple social levels. Semi-structured interview data enabled the construction of three themes whereby the school leaders described centering student development, balancing the demands of school boards, parents, and wider Muslim communities, and emphasizing intercultural communication with the indigenous Aboriginal and Maori and Western secular-dominant communities. The study echoes extant literature on challenges that Muslim women in leadership face, but it also builds upon that literature in illuminating some unique strengths. With a clear vision of both the challenges and the goals – including to nurture girl students toward leadership of mixed societies – these leaders described drawing from Islamic frameworks of values toward leading Muslim contributions to mainstream society. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Prophet Muhammad is held in the highest esteem by Muslims because he is considered a prophet who received the Qur’an as the words of God and is often honored, upon mention, with the words, peace and blessings be upon him, or, in Arabic: ﷺ. Likewise, upon mention of God (Allah, in Arabic), Muslims often say, subhana wa tala (the most glorified, the highest), which we denote with the Arabic symbol ﷻ. When the research participants said these words, we added the appropriate Arabic honorific as a symbol.Additional informationNotes on contributorsClaire AlkouatliClaire Alkouatli is a Lecturer at the University of South Australia, Centre for Islamic Thought and Education, a Research Fellow at the Cambridge Muslim College, and an educational consultant for Usua Foundation in the USA. She did a PhD in Human Development, Learning, and Culture at the University of British Columbia, in Vancouver, Canada, with a specialization in research methodology. Her qualitative research focuses on the roles of culture, relationships, and pedagogies in human development across the lifespan—particularly imagination, play, dialogue, inquiry, challenge, and spiritual developmental catalysts.Mohamed AbdallaMohamad Abdalla is the Founding Director the Centre for Islamic Thought and Education (CITE) at the University of South Australia. He worked in the field of Islamic Studies for over 25 years and played a leading role in establishing Islamic Studies across several Australian universities. In 2020, he was appointed a Member of the Order of Australia (AM), the highest recognition for outstanding achievement and service, for his significant service to education in t
摘要本解释性研究以澳大利亚和新西兰伊斯兰教女性学校领导的边缘化声音为中心。这些妇女分享了她们在不断发展的异质社区领导伊斯兰学校的经验，她们在社区内外都面临着男性的统治，在更大的社会中，她们的工作涉及复杂的概念和解，作为多个社会层面微妙领导的一部分。半结构化的访谈数据构建了三个主题，根据这些主题，学校领导描述了以学生发展为中心，平衡学校董事会、家长和更广泛的穆斯林社区的需求，强调与土著居民、毛利人和西方世俗主导社区的跨文化交流。这项研究呼应了有关穆斯林女性领导面临挑战的现有文献，但它也以这些文献为基础，阐明了一些独特的优势。这些领导人对挑战和目标都有清晰的认识，包括培养女学生成为混合社会的领导者，他们描述了从伊斯兰价值观框架中汲取穆斯林对主流社会的主要贡献。披露声明作者未报告潜在的利益冲突。先知穆罕默德受到穆斯林的最高尊重，因为他被认为是一位先知，他把《古兰经》视为真主的话语，并且经常受到尊敬，一提到他，就会说“和平与祝福”，或者用阿拉伯语说:“穆罕默德”。同样地，当提到真主(阿拉伯语中的安拉)时，穆斯林经常说，subhana wa tala(最荣耀的，至高的)，我们用阿拉伯语的符号“真主”表示。当研究参与者说出这些词时，我们添加了适当的阿拉伯语敬语作为符号。本文作者claire Alkouatli是南澳大利亚大学伊斯兰思想与教育中心的讲师，剑桥穆斯林学院的研究员，美国Usua基金会的教育顾问。她在加拿大温哥华的英属哥伦比亚大学获得人类发展、学习和文化博士学位，专攻研究方法论。她的定性研究主要集中在文化、人际关系和教育学在人类生命发展中的作用，特别是想象力、游戏、对话、探究、挑战和精神发展催化剂。穆罕默德·阿卜杜拉是南澳大利亚大学伊斯兰思想与教育中心(CITE)的创始主任。他在伊斯兰研究领域工作了超过25年，并在几所澳大利亚大学建立伊斯兰研究方面发挥了主导作用。2020年，他被任命为澳大利亚勋章(AM)成员，这是对杰出成就和服务的最高认可，以表彰他在伊斯兰研究领域的教育做出的重大贡献。他的著作包括《伊斯兰教育的课程更新:中小学伊斯兰教教学的批判视角》(劳特利奇出版社);《西方伊斯兰教育:复兴之路》(帕尔格雷夫·麦克米伦出版社)，《伊斯兰教的领导力:澳大利亚组织的过程和解决方案》(帕尔格雷夫·麦克米伦出版社)，《伊斯兰教与澳大利亚新闻媒体》(墨尔本大学出版社)。Nezar Faris是领导与管理方面的学者，主要研究西方穆斯林组织的背景。法里斯博士的研究发表在《领导力季刊》上。他在伊斯兰教和伊斯兰组织的领导方面发表了大量文章，包括他与人合著的《伊斯兰教的领导:澳大利亚组织的思想、过程和解决方案》(Palgrave MacMillan)。Siti Nur Hidayah是日惹Sunan Kalijaga州立伊斯兰大学Tarbiyah和教学科学系伊斯兰教育管理系的讲师。她目前正在南澳大利亚大学教育期货部门伊斯兰思想与教育中心(CITE)攻读博士学位。她的研究课题主要集中在高等教育中的女性领导力以及妇女和伊斯兰教育管理。
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Pub Date : 2023-10-09DOI: 10.1080/13603124.2023.2264262
Sajit U. Kabadi
ABSTRACTResults from a case study school are reported. The mission of a Catholic, Jesuit High School consists of teaching and living the seven principles of Catholic Social Teaching as a way to love one’s neighbor. This involves ensuring the human dignity of all human beings. Traditional American Jesuit High Schools continue to pursue the human dignity and be in right relationship with all underrepresented and underserved communities despite societal and demographic challenges and political headwinds. This manuscript presents a perspective of racial justice that interweaves Catholic Social Teaching with the social justice vision of Pedro Arrupe. Arrupe is the former Jesuit Superior General of the Jesuits and the inspiration behind Traditional Jesuit high schools incorporating the principles of Catholic Social Teaching within their schools. This article explores how the Catholic Jesuit mission specifically as it pertains to issues of racial justice can be animated within the traditional Jesuit educational institutions in substantive and most transformative ways requiring greater prophetic governance and leadership. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSajit U. KabadiSajit Kabadi is currently an Assistant Principal of Mission, Ministry, and Diversity. He is also a theology teacher, director of diversity, Board of Trustee, Consultant, Volunteer, and Student in several traditional Jesuit high schools throughout the United States. He has a doctorate in Educational Leadership and Innovation with a focus on justice issues in primarily Catholic, Jesuit Institutions.
{"title":"Catholic Jesuit educational mission: Catholic social teaching and Arrupian justice approach in pursuit of racial justice at traditional Jesuit schools","authors":"Sajit U. Kabadi","doi":"10.1080/13603124.2023.2264262","DOIUrl":"https://doi.org/10.1080/13603124.2023.2264262","url":null,"abstract":"ABSTRACTResults from a case study school are reported. The mission of a Catholic, Jesuit High School consists of teaching and living the seven principles of Catholic Social Teaching as a way to love one’s neighbor. This involves ensuring the human dignity of all human beings. Traditional American Jesuit High Schools continue to pursue the human dignity and be in right relationship with all underrepresented and underserved communities despite societal and demographic challenges and political headwinds. This manuscript presents a perspective of racial justice that interweaves Catholic Social Teaching with the social justice vision of Pedro Arrupe. Arrupe is the former Jesuit Superior General of the Jesuits and the inspiration behind Traditional Jesuit high schools incorporating the principles of Catholic Social Teaching within their schools. This article explores how the Catholic Jesuit mission specifically as it pertains to issues of racial justice can be animated within the traditional Jesuit educational institutions in substantive and most transformative ways requiring greater prophetic governance and leadership. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSajit U. KabadiSajit Kabadi is currently an Assistant Principal of Mission, Ministry, and Diversity. He is also a theology teacher, director of diversity, Board of Trustee, Consultant, Volunteer, and Student in several traditional Jesuit high schools throughout the United States. He has a doctorate in Educational Leadership and Innovation with a focus on justice issues in primarily Catholic, Jesuit Institutions.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135142233","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 : 2023-10-02DOI: 10.1080/13603124.2023.2264261
Athanasios Tsarkos
ABSTRACTThis study aims to explore the effect of servant leadership on Greek public secondary schools operating as learning organizations. Over 192 public school principals completed both the servant leadership questionnaire (SLQ) and the dimensions of learning organization questionnaire (DLOG). A quantitative survey was conducted all over the country. From a practical standpoint, servant leadership seems not to be impractical as it is exercised to a moderate degree. Schools act as learning organizations to a moderate to strong degree. The results of the multilevel analysis emphasize the importance of empowerment, emotional healing and creating value for the community as major predictors of establishing a school-based organizational learning culture. Furthermore, employment status, teacher qualifications and school size have a significant impact on the perceived learning organization culture. Findings are expected to encourage managers to embrace and adopt the doctrine of servant leadership as a whole to improve long-term performance. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsAthanasios TsarkosAthanasios Tsarkos is a classroom teacher in secondary education as a physicist at Zipari high school, Κos island, Dodekanisa, 85300, GREECE. Email: atsarkos@sch.gr. His current research interests include the development and application of servant leadership, pedagogies and organizational learning and wisdom in public secondary education.
摘要本研究旨在探讨服务型领导对希腊公立中学学习型组织的影响。192名公立学校校长分别填写了服务型领导问卷(SLQ)和学习型组织问卷(DLOG)。在全国范围内进行了定量调查。从实际的角度来看，仆人式领导似乎不是不切实际的，因为它在适度的程度上得到了运用。学校扮演学习型组织的角色，从中等到强烈。多层次分析的结果强调了授权、情感治疗和为社区创造价值作为建立基于学校的组织学习文化的主要预测因素的重要性。此外，就业状况、教师资格和学校规模对感知学习型组织文化有显著影响。研究结果有望鼓励管理者全盘接受和采用仆人式领导理论，以提高长期绩效。披露声明作者未报告潜在的利益冲突。作者简介:sathanasios Tsarkos是Zipari高中(Κos island, Dodekanisa, 85300, GREECE)的一名中学教师，也是一名物理学家。电子邮件:atsarkos@sch.gr。他目前的研究兴趣包括公仆式领导的发展与应用、教育学、组织学习与智慧在公立中学教育中的应用。
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Pub Date : 2023-10-02DOI: 10.1080/13603124.2023.2264253
Wei Wei, Marianne Larsen
ABSTRACTCaring is considered an essential quality for principals and vice-principals in China, which is explicitly stated in the standards-based policy for school leaders at the national level. This study delves into this concept of caring and investigates how standards related to caring leadership were enacted in one particular setting: the school dining hall. The study drew upon both theoretical discussions and qualitative findings from three secondary schools in northern China. Adopting a spatialized lens of policy enactment, this study reveals the strategies used by school leaders to show they care for their (teaching and administrative) staff, such as ensuring food provision and encouraging non-formal conversations. However, we also argue that school dining halls are socio-cultural spaces where school leaders were able to enact control over staff. As a result, school hierarchies were reinscribed by school leaders’ exercise of benevolent governance within school dining halls, which became contradictory spaces of caring, control, inclusion and exclusion. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsWei WeiDr. Wei Wei is a graduate of the Faculty of Education, Western University. Her doctoral research focused on the transfer of leadership standards and its contextualization in China. Currently she is based in Beijing, China and continues to research and publish on the cultural politics of policy mobilities and the modes of educational governance driven by the datafication and platformization in education.Marianne LarsenDr. Marianne A. Larsen is a Professor Emerita at the Faculty of Education, Western University. Within the field of comparative and international education, Dr. Larsen is a global expert on the internationalization of higher education. She is currently also an Academics Without Borders volunteer providing capacity building expertise to a Kenyan university developing its internationalization strategic plan.
摘要关怀被认为是中国校长和副校长的基本素质，这在国家层面的学校领导标准政策中有明确的规定。本研究深入探讨了关怀的概念，并调查了关怀领导的相关标准是如何在一个特定的环境中制定的:学校食堂。该研究借鉴了中国北方三所中学的理论讨论和定性研究结果。本研究采用空间化的政策制定视角，揭示了学校领导为表示他们对(教学和行政)员工的关心而使用的策略，例如确保食物供应和鼓励非正式对话。然而，我们也认为，学校食堂是社会文化空间，学校领导能够制定对员工的控制。因此，学校的等级制度被学校领导在学校食堂内进行的仁慈治理所重新定义，这成为了关心、控制、包容和排斥的矛盾空间。披露声明作者未报告潜在的利益冲突。其他信息:贡献者说明:web web魏伟毕业于西安大略大学教育学院。她的博士研究重点是领导标准的转移及其在中国的语境化。现工作于中国北京，继续从事教育数据化、平台化驱动下的政策流动文化政治和教育治理模式的研究和发表。玛丽安LarsenDr。Marianne a . Larsen是西方大学教育学院的名誉教授。在比较和国际教育领域，拉森博士是高等教育国际化的全球专家。她目前也是无国界学者组织的志愿者，为肯尼亚一所大学制定国际化战略计划提供能力建设方面的专业知识。
{"title":"Enacting care and control: leadership in Chinese secondary school dining halls","authors":"Wei Wei, Marianne Larsen","doi":"10.1080/13603124.2023.2264253","DOIUrl":"https://doi.org/10.1080/13603124.2023.2264253","url":null,"abstract":"ABSTRACTCaring is considered an essential quality for principals and vice-principals in China, which is explicitly stated in the standards-based policy for school leaders at the national level. This study delves into this concept of caring and investigates how standards related to caring leadership were enacted in one particular setting: the school dining hall. The study drew upon both theoretical discussions and qualitative findings from three secondary schools in northern China. Adopting a spatialized lens of policy enactment, this study reveals the strategies used by school leaders to show they care for their (teaching and administrative) staff, such as ensuring food provision and encouraging non-formal conversations. However, we also argue that school dining halls are socio-cultural spaces where school leaders were able to enact control over staff. As a result, school hierarchies were reinscribed by school leaders’ exercise of benevolent governance within school dining halls, which became contradictory spaces of caring, control, inclusion and exclusion. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsWei WeiDr. Wei Wei is a graduate of the Faculty of Education, Western University. Her doctoral research focused on the transfer of leadership standards and its contextualization in China. Currently she is based in Beijing, China and continues to research and publish on the cultural politics of policy mobilities and the modes of educational governance driven by the datafication and platformization in education.Marianne LarsenDr. Marianne A. Larsen is a Professor Emerita at the Faculty of Education, Western University. Within the field of comparative and international education, Dr. Larsen is a global expert on the internationalization of higher education. She is currently also an Academics Without Borders volunteer providing capacity building expertise to a Kenyan university developing its internationalization strategic plan.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135829684","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 : 2023-09-25DOI: 10.1080/13603124.2023.2254733
Tracey Ahern
ABSTRACTAs a leader and manager in higher education, an important aspect of my role is to lead a team of six nursing academics who plan, prepare, and deliver an online postgraduate degree at a regional Australian university. The academic team are a remote team, residing in geographically dispersed locations of Australia, many who are early career educators in higher education. To inform my practice as a leader and manager of this unique team, and specifically with the aim of increasing understanding performance management (PA) and performance appraisal (PA), a critical analysis of the current literature was undertaken. This critical analysis transpired after being intrigued by the paper titled ‘Performance evaluation will not die, but it should’ by Murphy (2020). After an analysis of the current literature and PA practices implemented in a university setting, findings suggest that not all performance evaluation should die. Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Strengthening leadership practices through utilization of employee-directed performance appraisal in higher education","authors":"Tracey Ahern","doi":"10.1080/13603124.2023.2254733","DOIUrl":"https://doi.org/10.1080/13603124.2023.2254733","url":null,"abstract":"ABSTRACTAs a leader and manager in higher education, an important aspect of my role is to lead a team of six nursing academics who plan, prepare, and deliver an online postgraduate degree at a regional Australian university. The academic team are a remote team, residing in geographically dispersed locations of Australia, many who are early career educators in higher education. To inform my practice as a leader and manager of this unique team, and specifically with the aim of increasing understanding performance management (PA) and performance appraisal (PA), a critical analysis of the current literature was undertaken. This critical analysis transpired after being intrigued by the paper titled ‘Performance evaluation will not die, but it should’ by Murphy (2020). After an analysis of the current literature and PA practices implemented in a university setting, findings suggest that not all performance evaluation should die. Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815798","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 : 2023-09-25DOI: 10.1080/13603124.2023.2260336
Carl Bagley, Monserrat Fargas-Malet
As neo-liberal, economic and political fields increasingly contaminate the field of education, so a (re) contextualised understanding of the manifold and shifting social space small rural primary school principals occupy is of central importance to understanding practice. An understanding especially germane to a post-conflict divided and segregated society such as Northern Ireland. The paper draws on data from a mixed-method investigation including a survey of small rural school principals and case study research in five small rural primary schools. The findings are theoretically and conceptually informed by Bourdieu (1984) and his work on field, habitus and capital as a means to understand practice. The insight into principal practice that emerges is one that is, complex, fluid and uncertain; school leaders needing to negotiate diverse logics of practice as a response to the dominant fields in play at any given time. We contend that at one level, neo-liberal economistic imperatives and politicisation of education have led to a professional narrowing in principal leadership practice. While on another level, in a post-conflict Northern Ireland, we have arguably seen a professional widening, with principals afforded a leadership role potentially empowered to help balance cross-community religious tensions and facilitate peace and reconciliation.
{"title":"(Re)contextualizing the field. A Bourdieuian analysis of small rural school principal leadership in a post-conflict society","authors":"Carl Bagley, Monserrat Fargas-Malet","doi":"10.1080/13603124.2023.2260336","DOIUrl":"https://doi.org/10.1080/13603124.2023.2260336","url":null,"abstract":"As neo-liberal, economic and political fields increasingly contaminate the field of education, so a (re) contextualised understanding of the manifold and shifting social space small rural primary school principals occupy is of central importance to understanding practice. An understanding especially germane to a post-conflict divided and segregated society such as Northern Ireland. The paper draws on data from a mixed-method investigation including a survey of small rural school principals and case study research in five small rural primary schools. The findings are theoretically and conceptually informed by Bourdieu (1984) and his work on field, habitus and capital as a means to understand practice. The insight into principal practice that emerges is one that is, complex, fluid and uncertain; school leaders needing to negotiate diverse logics of practice as a response to the dominant fields in play at any given time. We contend that at one level, neo-liberal economistic imperatives and politicisation of education have led to a professional narrowing in principal leadership practice. While on another level, in a post-conflict Northern Ireland, we have arguably seen a professional widening, with principals afforded a leadership role potentially empowered to help balance cross-community religious tensions and facilitate peace and reconciliation.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815959","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 : 2023-09-25DOI: 10.1080/13603124.2023.2261417
Abdelaziz Zohri, Ira Bogotch
ABSTRACTThis study documents both the accommodations and fulfilled/unfulfilled needs of students with disabilities (SWD) in one US university and two universities in Morocco, . The empirical facts from the two case studies are not in dispute; rather, how these two settings approach the concept of equity were very different, indicating that equity itself is a contested concept. However, our purpose was to explore whether fulfilling the needs for SWDs – as ‘legitimate’ equitable practices in diverse settings – might provide leadership and systemic change insights in higher education. The data was collected qualitatively using semi-structured interviews with SWD and – the US – university staff assigned to the area of student accommodations. Equity in Morocco assumed a personal humanistic approach embedded within the liberal arts and, therefore, took a laissez-faire approach institutionally. Equity in the US was manifested institutionally through individual accommodations across academics in terms of tutoring and assistive technologies, and through social and emotional learning supports. The implications for leadership suggest how institutions could improve upon fulfilled needs and how unfulfilled needs remain problematic. Thus, the meanings of equity in practice indicate how the illusions of equity continue to dominate leadership discourses. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the Fulbright Morocco.Notes on contributorsAbdelaziz ZohriAbdelaziz Zohri holds a PhD in EFL and the Evaluation of Education Systems from the college of education sciences at university Mohammed V in Morocco. He currently serves as an associate professor of Research methods and EFL at the National School of Business and Management (ENCG), university Hassan I. In 2021, he was a post-doctoral Fulbright scholar at the college of Education in Florida Atlantic University, USA. Dr. Zohri is also a co-founder of Africa Voices Dialogue- a pan African NPO that amplifies the voices of African educators and learners across Africa and beyond. His research interests span across change management in turbulence, research methods, educational leadership, educational social psychology and educational policy analysis.Ira BogotchIra Bogotch is a scholar renowned for his extensive research in the realms of leadership and social justice. Since 2000, he has been a faculty member within the Department of Educational Leadership and Research Methods at Florida Atlantic University. Dr. Bogotch's academic pursuits are centered around several key areas of interest, including the profound impact of socio-cultural and historical factors on school leadership, innovative leadership pedagogies, the internationalization of educational leadership, and the exploration of potential correlations between school leaders and the promotion of social justice. Notably, his recent work has focused on the critical examin
{"title":"Illusions of Equity: Fulfilled and Unfulfilled Needs of Students with Disabilities in Higher Education","authors":"Abdelaziz Zohri, Ira Bogotch","doi":"10.1080/13603124.2023.2261417","DOIUrl":"https://doi.org/10.1080/13603124.2023.2261417","url":null,"abstract":"ABSTRACTThis study documents both the accommodations and fulfilled/unfulfilled needs of students with disabilities (SWD) in one US university and two universities in Morocco, . The empirical facts from the two case studies are not in dispute; rather, how these two settings approach the concept of equity were very different, indicating that equity itself is a contested concept. However, our purpose was to explore whether fulfilling the needs for SWDs – as ‘legitimate’ equitable practices in diverse settings – might provide leadership and systemic change insights in higher education. The data was collected qualitatively using semi-structured interviews with SWD and – the US – university staff assigned to the area of student accommodations. Equity in Morocco assumed a personal humanistic approach embedded within the liberal arts and, therefore, took a laissez-faire approach institutionally. Equity in the US was manifested institutionally through individual accommodations across academics in terms of tutoring and assistive technologies, and through social and emotional learning supports. The implications for leadership suggest how institutions could improve upon fulfilled needs and how unfulfilled needs remain problematic. Thus, the meanings of equity in practice indicate how the illusions of equity continue to dominate leadership discourses. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the Fulbright Morocco.Notes on contributorsAbdelaziz ZohriAbdelaziz Zohri holds a PhD in EFL and the Evaluation of Education Systems from the college of education sciences at university Mohammed V in Morocco. He currently serves as an associate professor of Research methods and EFL at the National School of Business and Management (ENCG), university Hassan I. In 2021, he was a post-doctoral Fulbright scholar at the college of Education in Florida Atlantic University, USA. Dr. Zohri is also a co-founder of Africa Voices Dialogue- a pan African NPO that amplifies the voices of African educators and learners across Africa and beyond. His research interests span across change management in turbulence, research methods, educational leadership, educational social psychology and educational policy analysis.Ira BogotchIra Bogotch is a scholar renowned for his extensive research in the realms of leadership and social justice. Since 2000, he has been a faculty member within the Department of Educational Leadership and Research Methods at Florida Atlantic University. Dr. Bogotch's academic pursuits are centered around several key areas of interest, including the profound impact of socio-cultural and historical factors on school leadership, innovative leadership pedagogies, the internationalization of educational leadership, and the exploration of potential correlations between school leaders and the promotion of social justice. Notably, his recent work has focused on the critical examin","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815962","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 : 2023-09-25DOI: 10.1080/13603124.2023.2261396
Marina García-Carmona, Izhar Oplatka
Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe first author acknowledges the Ministry of Universities of the Government of Spain and the European Union (NextGenerationEU funds) for partially funding this article.Notes on contributorsMarina García-CarmonaMarina García-Carmona is Associate Professor at the University of Granada (Melilla Campus, Spain), Visiting Researcher at ICS-University of Lisbon (Portugal), and member of the Analysis of the Educational Reality Research Group (HUM-672). Marina’s research focuses on educational leadership, parents’ participation at school, intercultural education, and ICT.Izhar OplatkaIzhar Oplatka is Professor of Educational Admnistration and Policy at Tel Aviv University. His areas of study revolves around emotion in educational organizations, the career of school leaders and teachers, and educational reform.
{"title":"Leading intercultural schools: the role of attentiveness in cultural diverse contexts","authors":"Marina García-Carmona, Izhar Oplatka","doi":"10.1080/13603124.2023.2261396","DOIUrl":"https://doi.org/10.1080/13603124.2023.2261396","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe first author acknowledges the Ministry of Universities of the Government of Spain and the European Union (NextGenerationEU funds) for partially funding this article.Notes on contributorsMarina García-CarmonaMarina García-Carmona is Associate Professor at the University of Granada (Melilla Campus, Spain), Visiting Researcher at ICS-University of Lisbon (Portugal), and member of the Analysis of the Educational Reality Research Group (HUM-672). Marina’s research focuses on educational leadership, parents’ participation at school, intercultural education, and ICT.Izhar OplatkaIzhar Oplatka is Professor of Educational Admnistration and Policy at Tel Aviv University. His areas of study revolves around emotion in educational organizations, the career of school leaders and teachers, and educational reform.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815966","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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