Pub Date : 2023-09-18DOI: 10.1080/13603124.2023.2255583
Markus Ammann, Michael Schratz
The impact of principalship on school effectiveness has become one of the central topics of school leadership research. Meanwhile, while it is assumed with some certainty that a relationship exists between leadership and student achievement, there is a lack of research on how school leadership and student learning are related. Particularly in German-speaking countries, only a few studies have been conducted in this area. This paper responds to this deficit and discusses the results of a recent research project conducted at 28 schools across Germany that won the German School Award. Using a phenomenological approach, the project investigates how school leadership action is reflected in successful schools. Observations and interviews with principals, teachers, and students were conducted during three-day site visits to each school. Grounded theory sensitized our data coding, which relied on inductively formulated categories that reflected ‘facets’ of leadership experiences. The different facets are presented in this paper from a phenomenological research perspective as a kind of ‘response register’. We propose that these can form the basis of a facet model for successful school leadership, and use empirical data to illustrate the applicability of the facets.
{"title":"Facets of school leadership: contributions of a phenomenological research approach","authors":"Markus Ammann, Michael Schratz","doi":"10.1080/13603124.2023.2255583","DOIUrl":"https://doi.org/10.1080/13603124.2023.2255583","url":null,"abstract":"The impact of principalship on school effectiveness has become one of the central topics of school leadership research. Meanwhile, while it is assumed with some certainty that a relationship exists between leadership and student achievement, there is a lack of research on how school leadership and student learning are related. Particularly in German-speaking countries, only a few studies have been conducted in this area. This paper responds to this deficit and discusses the results of a recent research project conducted at 28 schools across Germany that won the German School Award. Using a phenomenological approach, the project investigates how school leadership action is reflected in successful schools. Observations and interviews with principals, teachers, and students were conducted during three-day site visits to each school. Grounded theory sensitized our data coding, which relied on inductively formulated categories that reflected ‘facets’ of leadership experiences. The different facets are presented in this paper from a phenomenological research perspective as a kind of ‘response register’. We propose that these can form the basis of a facet model for successful school leadership, and use empirical data to illustrate the applicability of the facets.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135148664","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 : 2023-09-15DOI: 10.1080/13603124.2023.2258108
Hedvig Neerland Abrahamsen, Marit Aas
Much current research emphasizes the importance of leadership as an interactive activity in leading school change and improvement. In the Norwegian context, there is growing interest in redesigning the historical hierarchical leadership structure, with a single school leader at the top to a more distributed leadership model that includes several middle leader levels, including deputy heads. While research has been conducted on middle leaders and distributed leadership as an interactive activity, few empirical studies to date have investigated how changing leadership structures affect the relation between leadership and power and how this situation can influence deputy heads’ room for maneuvering. In this article we use data from a Norwegian case to investigate deputy heads’ increased responsibility toward leading school change and improvement and how these changes influence questions of power. The analysis indicates that different forms of power influence deputy heads’ room for maneuvering.
{"title":"Deputy heads—leadership and power in change?","authors":"Hedvig Neerland Abrahamsen, Marit Aas","doi":"10.1080/13603124.2023.2258108","DOIUrl":"https://doi.org/10.1080/13603124.2023.2258108","url":null,"abstract":"Much current research emphasizes the importance of leadership as an interactive activity in leading school change and improvement. In the Norwegian context, there is growing interest in redesigning the historical hierarchical leadership structure, with a single school leader at the top to a more distributed leadership model that includes several middle leader levels, including deputy heads. While research has been conducted on middle leaders and distributed leadership as an interactive activity, few empirical studies to date have investigated how changing leadership structures affect the relation between leadership and power and how this situation can influence deputy heads’ room for maneuvering. In this article we use data from a Norwegian case to investigate deputy heads’ increased responsibility toward leading school change and improvement and how these changes influence questions of power. The analysis indicates that different forms of power influence deputy heads’ room for maneuvering.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135396424","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 : 2023-09-15DOI: 10.1080/13603124.2023.2258083
Steven G. Barth, Christine Lotter, Jan A. Yow, Gresi Irdam, Brea Ratliff
ABSTRACTThis study seeks to better understand the process by which secondary STEM teachers begin to see themselves as teacher leaders after participating in a 7-year professional development program. Twenty experienced teachers from different rural schools in a Southeastern state of the United States participated in a rigorous curriculum aimed at increasing their professional skills and capacity as educational leaders. Viewed through the lens of the Community of Practice Teacher Leadership Model, a qualitative analysis of teacher interviews provides evidence of the mechanisms involved in the participants’ professional growth. We found that recognition of the teachers’ leadership competencies performed within this long-term community of practice drove the cycle of teacher leader identity development. Implications of these findings include insight as to how this change in identity can be influenced, as well as identifying important connections between some existing frameworks describing the development of teacher leadership identity. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the National Science Foundation under Grant 1439842; and under Grant 1758438. Results shared in this study are those of the authors and do not necessarily reflect the views of the National Science Foundation.Notes on contributorsSteven G. BarthSteve Barth is a doctoral student in Educational Research and Measurement at the Univeristy of South Carolina. His research interests include teacher leadership, teacher professional development and retention, and structural equation modeling.Christine LotterChristine Lotter is a Professor of Science Education in the Department of Teacher Education at the University of South Carolina. Her research interests include science teacher leadership, effective inquiry and project-based professional development, and the impact of teachers’ beliefs on their instructional choices.Jan A. YowJan A. Yow is a Professor of Mathematics Education in the Department of Teacher Education at the University of South Carolina. Her research focuses on mathematics and STEM teacher leadership that supports impactful mathematics and STEM learning for each and every student.Gresi IrdamGreysi Irdam is a Postdoctoral Research Associate in the Department of Psychology at the University of South Carolina. Her research investigates the academic, social, and behavioral development of rural students, rural teacher leadership, and school mental health.Brea RatliffBrea Ratliff is a doctoral student in Secondary Mathematics Education at Auburn University. Her research interests include culturally responsive and sustaining mathematics instruction, teacher education, and educational leadership.
摘要本研究旨在更好地理解中学STEM教师在参加为期7年的专业发展计划后开始将自己视为教师领导者的过程。来自美国东南部一个州不同农村学校的20名经验丰富的教师参加了一项严格的课程，旨在提高他们作为教育领导者的专业技能和能力。通过实践社区教师领导模型的视角，对教师访谈的定性分析为参与者的专业成长提供了相关机制的证据。我们发现，在这个长期的实践社区中，对教师领导能力的认可推动了教师领导认同的发展周期。这些发现的含义包括洞察身份的这种变化是如何受到影响的，以及确定描述教师领导身份发展的一些现有框架之间的重要联系。披露声明作者未报告潜在的利益冲突。本研究由美国国家科学基金会资助，基金号1439842;Grant号1758438。本研究中分享的结果是作者的结果，并不一定反映美国国家科学基金会的观点。steve Barth是南卡罗来纳大学教育研究与测量专业的博士生。主要研究方向为教师领导、教师专业发展与留任、结构方程建模。Christine Lotter是南卡罗来纳大学教师教育系的科学教育教授。她的研究兴趣包括科学教师领导，有效探究和基于项目的专业发展，以及教师信仰对其教学选择的影响。Jan a. YowJan a. Yow是南卡罗来纳大学教师教育系数学教育教授。她的研究重点是数学和STEM教师领导力，支持每位学生有效的数学和STEM学习。格雷西·伊尔达姆是南卡罗来纳大学心理学系的博士后研究员。她的研究调查了农村学生的学术、社会和行为发展、农村教师领导和学校心理健康。布雷亚·拉特利夫是奥本大学中学数学教育专业的博士生。她的研究兴趣包括文化响应和持续数学教学，教师教育和教育领导。
{"title":"Understanding the process of teacher leadership identity development","authors":"Steven G. Barth, Christine Lotter, Jan A. Yow, Gresi Irdam, Brea Ratliff","doi":"10.1080/13603124.2023.2258083","DOIUrl":"https://doi.org/10.1080/13603124.2023.2258083","url":null,"abstract":"ABSTRACTThis study seeks to better understand the process by which secondary STEM teachers begin to see themselves as teacher leaders after participating in a 7-year professional development program. Twenty experienced teachers from different rural schools in a Southeastern state of the United States participated in a rigorous curriculum aimed at increasing their professional skills and capacity as educational leaders. Viewed through the lens of the Community of Practice Teacher Leadership Model, a qualitative analysis of teacher interviews provides evidence of the mechanisms involved in the participants’ professional growth. We found that recognition of the teachers’ leadership competencies performed within this long-term community of practice drove the cycle of teacher leader identity development. Implications of these findings include insight as to how this change in identity can be influenced, as well as identifying important connections between some existing frameworks describing the development of teacher leadership identity. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the National Science Foundation under Grant 1439842; and under Grant 1758438. Results shared in this study are those of the authors and do not necessarily reflect the views of the National Science Foundation.Notes on contributorsSteven G. BarthSteve Barth is a doctoral student in Educational Research and Measurement at the Univeristy of South Carolina. His research interests include teacher leadership, teacher professional development and retention, and structural equation modeling.Christine LotterChristine Lotter is a Professor of Science Education in the Department of Teacher Education at the University of South Carolina. Her research interests include science teacher leadership, effective inquiry and project-based professional development, and the impact of teachers’ beliefs on their instructional choices.Jan A. YowJan A. Yow is a Professor of Mathematics Education in the Department of Teacher Education at the University of South Carolina. Her research focuses on mathematics and STEM teacher leadership that supports impactful mathematics and STEM learning for each and every student.Gresi IrdamGreysi Irdam is a Postdoctoral Research Associate in the Department of Psychology at the University of South Carolina. Her research investigates the academic, social, and behavioral development of rural students, rural teacher leadership, and school mental health.Brea RatliffBrea Ratliff is a doctoral student in Secondary Mathematics Education at Auburn University. Her research interests include culturally responsive and sustaining mathematics instruction, teacher education, and educational leadership.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135397621","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 : 2023-09-11DOI: 10.1080/13603124.2023.2254736
Aleksandra Mikhaylova, Roman Zvyagintsev, Ìarina Pinskaya, Lorin Anderson
Our research is dedicated to identifying what allows schools operating in difficult social conditions to show good academic results. We answer this question through the conjugation of two theoretical frameworks: academic resilience and school effectiveness. We analyze several models of school effectiveness and compare resilient and struggling schools through them. The study uses a quantitative and qualitative mixed-methods design. Our main arguments are based on an analysis of interviews conducted with students, parents, teachers, and principals in different schools—3 resilient and 3 struggling. We conclude that the schools differ in the strategies they implement; the main problem facing struggling schools is not the lack of effective elements, but the presence of negative ones; in further studies of school effectiveness, it would be worth using an integrative model that combines both poles.
{"title":"Differences in school effectiveness between resilient and struggling Russian schools","authors":"Aleksandra Mikhaylova, Roman Zvyagintsev, Ìarina Pinskaya, Lorin Anderson","doi":"10.1080/13603124.2023.2254736","DOIUrl":"https://doi.org/10.1080/13603124.2023.2254736","url":null,"abstract":"Our research is dedicated to identifying what allows schools operating in difficult social conditions to show good academic results. We answer this question through the conjugation of two theoretical frameworks: academic resilience and school effectiveness. We analyze several models of school effectiveness and compare resilient and struggling schools through them. The study uses a quantitative and qualitative mixed-methods design. Our main arguments are based on an analysis of interviews conducted with students, parents, teachers, and principals in different schools—3 resilient and 3 struggling. We conclude that the schools differ in the strategies they implement; the main problem facing struggling schools is not the lack of effective elements, but the presence of negative ones; in further studies of school effectiveness, it would be worth using an integrative model that combines both poles.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135938450","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 : 2023-09-11DOI: 10.1080/13603124.2023.2255574
Kelemu Zelalem Berhanu
Recently, pedagogical leadership has been regarded as an effective style in the education sector across the globe. Even if practicing pedagogical leadership makes capital available to foster teachers’ psychological empowerment, no previous study has done on this issue so far in the context of Ethiopia. Thus, this research was undertaken to explore the role of principals’ pedagogical leadership practice in predicting teachers’ psychological empowerment, in terms of teachers’ sense of meaning, competence, influence and goal internalization. The correlational survey model design was used. This study was conducted in East Gojjam province, Ethiopia. Data were collected from 420 teachers through the questionnaire and analyzed through SPSS 25. The validity and reliability of the pedagogical leadership and psychological empowerment scale were checked. As a result, according to the views of teachers, the results of simple correlation analyses showed there were a moderate to strong, positive and significant relationships between each dimension of pedagogical leadership and each dimension of psychological empowerment. Finally, principals’ practices of pedagogical leadership significantly predicted teachers’ psychological empowerment. In addition to, its contribution to the theory and literature, this study also empirically highlighted that to make teachers psychologically empowered; and developing various capitals of teachers should be considered.
{"title":"The role of principals’ pedagogical leadership practice in predicting teachers’ psychological empowerment: the case of East Gojjam province, Ethiopia","authors":"Kelemu Zelalem Berhanu","doi":"10.1080/13603124.2023.2255574","DOIUrl":"https://doi.org/10.1080/13603124.2023.2255574","url":null,"abstract":"Recently, pedagogical leadership has been regarded as an effective style in the education sector across the globe. Even if practicing pedagogical leadership makes capital available to foster teachers’ psychological empowerment, no previous study has done on this issue so far in the context of Ethiopia. Thus, this research was undertaken to explore the role of principals’ pedagogical leadership practice in predicting teachers’ psychological empowerment, in terms of teachers’ sense of meaning, competence, influence and goal internalization. The correlational survey model design was used. This study was conducted in East Gojjam province, Ethiopia. Data were collected from 420 teachers through the questionnaire and analyzed through SPSS 25. The validity and reliability of the pedagogical leadership and psychological empowerment scale were checked. As a result, according to the views of teachers, the results of simple correlation analyses showed there were a moderate to strong, positive and significant relationships between each dimension of pedagogical leadership and each dimension of psychological empowerment. Finally, principals’ practices of pedagogical leadership significantly predicted teachers’ psychological empowerment. In addition to, its contribution to the theory and literature, this study also empirically highlighted that to make teachers psychologically empowered; and developing various capitals of teachers should be considered.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135979460","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 : 2023-09-08DOI: 10.1080/13603124.2023.2254732
Muhammad Athar Shah, Carol Campbell
{"title":"A state-of-the-art review of Canadian literature on teacher professional learning and leadership (2010-2020)","authors":"Muhammad Athar Shah, Carol Campbell","doi":"10.1080/13603124.2023.2254732","DOIUrl":"https://doi.org/10.1080/13603124.2023.2254732","url":null,"abstract":"","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49611114","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 : 2023-09-07DOI: 10.1080/13603124.2023.2248060
Norma Ghamrawi, Tarek Shal, N. Ghamrawi
{"title":"Stepping into middle leadership: a hermeneutic phenomenological study","authors":"Norma Ghamrawi, Tarek Shal, N. Ghamrawi","doi":"10.1080/13603124.2023.2248060","DOIUrl":"https://doi.org/10.1080/13603124.2023.2248060","url":null,"abstract":"","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49653730","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 : 2023-08-23DOI: 10.1080/13603124.2023.2248087
Camilla Highfield, M. Webber, Rachel A Woods
{"title":"Culturally responsive leadership in a pandemic context: a case study of three primary schools in a low socio-economic area of New Zealand","authors":"Camilla Highfield, M. Webber, Rachel A Woods","doi":"10.1080/13603124.2023.2248087","DOIUrl":"https://doi.org/10.1080/13603124.2023.2248087","url":null,"abstract":"","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47510147","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 : 2023-08-17DOI: 10.1080/13603124.2023.2248071
David Amani
{"title":"Proselytizing your employees into university brand evangelists: an empirical test from the higher education sector in Tanzania","authors":"David Amani","doi":"10.1080/13603124.2023.2248071","DOIUrl":"https://doi.org/10.1080/13603124.2023.2248071","url":null,"abstract":"","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"38 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41288156","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 : 2023-07-24DOI: 10.1080/13603124.2023.2236968
Greeni Maheshwari, Khanh Linh Kha
{"title":"A bibliometric analysis of influence of leadership styles on employees and organization in higher education sector from 2007 to 2022","authors":"Greeni Maheshwari, Khanh Linh Kha","doi":"10.1080/13603124.2023.2236968","DOIUrl":"https://doi.org/10.1080/13603124.2023.2236968","url":null,"abstract":"","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41439896","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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