Pub Date : 2023-11-22DOI: 10.1080/13632434.2023.2284354
Cecilia Azorín, Elena Hernández
Networking is one of the essential strategies demanded by society today. In recent years, the use of vertical hierarchies in teaching has been relegated to the background, giving way to other forms...
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Pub Date : 2023-11-15DOI: 10.1080/13632434.2023.2270627
Jahirul Mullick, Qiusu Wang, Midya Yousefi
This study employs social network analysis (SNA) to identify influential individuals and their communication patterns within Chinese schools in Wenzhou. The research also aims to reveal communicati...
{"title":"Outlining the distributed leadership practice structure of Chinese schools in Wenzhou: a social network analysis","authors":"Jahirul Mullick, Qiusu Wang, Midya Yousefi","doi":"10.1080/13632434.2023.2270627","DOIUrl":"https://doi.org/10.1080/13632434.2023.2270627","url":null,"abstract":"This study employs social network analysis (SNA) to identify influential individuals and their communication patterns within Chinese schools in Wenzhou. The research also aims to reveal communicati...","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"282 1","pages":""},"PeriodicalIF":5.2,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138507985","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 : 2023-11-15DOI: 10.1080/13632434.2023.2271957
Peter Grootenboer, Sharon Tindall-Ford, Christine Edwards-Groves, Catherine Attard
Amidst ongoing calls for teaching improvement, there has been growing interest in the work of middle leaders in leading school-based curriculum and professional development. Research and policy ini...
{"title":"Establishing an evidence-base for supporting middle leadership practice development in schools","authors":"Peter Grootenboer, Sharon Tindall-Ford, Christine Edwards-Groves, Catherine Attard","doi":"10.1080/13632434.2023.2271957","DOIUrl":"https://doi.org/10.1080/13632434.2023.2271957","url":null,"abstract":"Amidst ongoing calls for teaching improvement, there has been growing interest in the work of middle leaders in leading school-based curriculum and professional development. Research and policy ini...","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"278 4","pages":""},"PeriodicalIF":5.2,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138507993","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 : 2023-11-08DOI: 10.1080/13632434.2023.2277187
Pauline Thompson, Helen Stokes
ABSTRACTThis article reports on research regarding the leadership experience of women middle leaders in secondary schools. Previous research has focused on women in senior leadership in schools. Internationally, the teaching profession tends to be dominated by women, and yet in most countries, women do not occupy a commensurate proportion of senior leadership roles. Therefore, given middle leadership is a steppingstone to senior leadership, we need to further identify and understand the barriers and enablers for women navigating this layer of leadership. This qualitative study answers the following questions: Are there barriers for women to access middle leadership? If so, what? What enables women to access middle leadership? The data for this study was collected through 65 interviews with leaders undertaken in 33 non-government Australian secondary schools. A thematic analysis of the transcripts of interviews, revealed several barriers and enablers for women accessing middle leadership. The identified barriers included family and caring responsibilities, informal networking that excluded women and assumptions made by others. Enablers included structural and strategic actions by senior leaders to promote women, mentoring and relevant leadership programmes.KEYWORDS: Women in middle leadershipmiddle leadershipbarriers to leadershipenablers to leadershipcareer pathways for women Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsPauline ThompsonDr Pauline Thompson is a senior lecturer in educational leadership at the Faculty of Education, The University of Melbourne. Pauline has worked in schools as a teacher, assistant principal and as an educational advisor. Her research interests include middle leadership, women in leadership and teacher professional learning.Helen StokesHelen Stokes is a professor of education in the Faculty of Education at the University of Melbourne. She leads the Melbourne Teacher Education Group. She works on projects with a focus on equity and social justice. Over the last 8 years, she has conducted research into Trauma-informed education and leadership in low-SES schools in Victoria.
{"title":"Experiences of women in middle leadership – barriers and enablers","authors":"Pauline Thompson, Helen Stokes","doi":"10.1080/13632434.2023.2277187","DOIUrl":"https://doi.org/10.1080/13632434.2023.2277187","url":null,"abstract":"ABSTRACTThis article reports on research regarding the leadership experience of women middle leaders in secondary schools. Previous research has focused on women in senior leadership in schools. Internationally, the teaching profession tends to be dominated by women, and yet in most countries, women do not occupy a commensurate proportion of senior leadership roles. Therefore, given middle leadership is a steppingstone to senior leadership, we need to further identify and understand the barriers and enablers for women navigating this layer of leadership. This qualitative study answers the following questions: Are there barriers for women to access middle leadership? If so, what? What enables women to access middle leadership? The data for this study was collected through 65 interviews with leaders undertaken in 33 non-government Australian secondary schools. A thematic analysis of the transcripts of interviews, revealed several barriers and enablers for women accessing middle leadership. The identified barriers included family and caring responsibilities, informal networking that excluded women and assumptions made by others. Enablers included structural and strategic actions by senior leaders to promote women, mentoring and relevant leadership programmes.KEYWORDS: Women in middle leadershipmiddle leadershipbarriers to leadershipenablers to leadershipcareer pathways for women Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsPauline ThompsonDr Pauline Thompson is a senior lecturer in educational leadership at the Faculty of Education, The University of Melbourne. Pauline has worked in schools as a teacher, assistant principal and as an educational advisor. Her research interests include middle leadership, women in leadership and teacher professional learning.Helen StokesHelen Stokes is a professor of education in the Faculty of Education at the University of Melbourne. She leads the Melbourne Teacher Education Group. She works on projects with a focus on equity and social justice. Over the last 8 years, she has conducted research into Trauma-informed education and leadership in low-SES schools in Victoria.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":" 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135341283","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 : 2023-11-08DOI: 10.1080/13632434.2023.2277174
Bernardita Moreno
ABSTRACTThis study sought to explore teachers’ perceptions of new principals (NPs) and how these perceptions influenced different aspects of their work environment. The research was conducted using case study methodology of three schools in Melbourne, Australia. Data collection tools included semi-structured interviews of teachers and principals, supported by non-participant observations and the study of school documents. The results showed that teachers’ perceptions of their NP were a function of the incomer’s personal and leadership qualities and practices, which, in turn, were informed by three contextual factors: school leadership history, the origin and background of the NP, and teacher expectations. These perceptions appeared to influence several domains within teachers’ work environment, mainly teacher morale and, to a lesser extent, teacher professional development. A new conceptual model for understanding teachers’ perceptions of an NP has been distilled from the data.KEYWORDS: Principal successionprincipal turnovernew principalshigh principal turnover Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsBernardita MorenoBernardita Moreno is a lecturer and researcher in Educational leadership at The Melbourne Graduate School of Education, The University of Melbourne. Her research interests focus on leadership that is required to foster, advance and sustain school improvement, with a particular focus on leadership succession, novice principals and leadership preparation.
{"title":"Teachers’ perceptions toward their new principal","authors":"Bernardita Moreno","doi":"10.1080/13632434.2023.2277174","DOIUrl":"https://doi.org/10.1080/13632434.2023.2277174","url":null,"abstract":"ABSTRACTThis study sought to explore teachers’ perceptions of new principals (NPs) and how these perceptions influenced different aspects of their work environment. The research was conducted using case study methodology of three schools in Melbourne, Australia. Data collection tools included semi-structured interviews of teachers and principals, supported by non-participant observations and the study of school documents. The results showed that teachers’ perceptions of their NP were a function of the incomer’s personal and leadership qualities and practices, which, in turn, were informed by three contextual factors: school leadership history, the origin and background of the NP, and teacher expectations. These perceptions appeared to influence several domains within teachers’ work environment, mainly teacher morale and, to a lesser extent, teacher professional development. A new conceptual model for understanding teachers’ perceptions of an NP has been distilled from the data.KEYWORDS: Principal successionprincipal turnovernew principalshigh principal turnover Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsBernardita MorenoBernardita Moreno is a lecturer and researcher in Educational leadership at The Melbourne Graduate School of Education, The University of Melbourne. Her research interests focus on leadership that is required to foster, advance and sustain school improvement, with a particular focus on leadership succession, novice principals and leadership preparation.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":" 13","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135341282","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: 10.1080/13632434.2023.2271515
Nicole Patterson, Aubrey H. Wang
ABSTRACTThis case study illustrates how leadership for learning and cultural competence could be used as theories of action during times of disruption to lead and transform urban teachers’ sense of self, sense of others, and motivation for change. The case study focuses on educators from a large urban charter school whose response to the pandemic and the social justice movements was using a year-long professional development to provide continuous support and foster a growth mindset among educators. Self-evaluation on the cultural proficiency scale showed that the principal and thirty teachers differed in their levels of proficiency. The principal and six teachers with middle and high levels of proficiency were then interviewed to probe their personal interpretations of the connections among their cultural competence, their awareness of structural inequities, and the ways this awareness might have impacted how they teach Black and Brown students in their classrooms. Regardless of where they were on the scale, Black and White educators benefited from self-reflections and group dialogue about how they value, model, and practice cultural proficiency with their Black and Brown students. These findings have implications for urban public charter school leadership during times of continued change and uncertainty.KEYWORDS: Urban leadership; change leadership; social justice; culturally responsive leadershipcharter schools Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsNicole PattersonNicole Patterson is a new doctorate who just graduated from the Interdisciplinary Doctor of Education Program for Educational Leaders at the Saint Joseph’s University. Nicole is also a school principal with a passion for equity, cultural competence, structural inequities, and effective teaching practices for Black and Brown students. As a first generation Black woman doctor of education, she pledges to continuously take a knee and use cultural competence in her role as an instructional leader and a human being to change the trajectory of those coming behind her.Aubrey H. WangAubrey H. Wang is a professor of educational leadership at the Saint Joseph’s University. She loves working with educational leaders because she feels alive when she helps leaders find the genuine in themselves and become the leaders of their own lives and of others. Aubrey is fascinated by the intersection of applied research and leadership development. Her current research focuses on using applied critical theory and values-in-action practice vignettes to illustrate intersectionality and transformative leadership.
该案例研究的重点是来自一所大型城市特许学校的教育工作者，他们对大流行病和社会正义运动的反应是利用为期一年的专业发展来提供持续的支持，并在教育工作者中培养成长的心态。在文化能力量表的自我评价中，校长和30位教师的文化能力水平存在差异。然后采访了校长和六位具有中高水平熟练程度的教师，以探讨他们对文化能力之间联系的个人解释，他们对结构不平等的意识，以及这种意识可能影响他们在课堂上如何教授黑人和棕色人种学生的方式。无论黑人和白人教育工作者处于何种水平，他们都能从自我反思和小组对话中获益，这些对话是关于他们如何与黑人和棕色人种学生一起评估、示范和实践文化熟练程度的。这些发现对城市公立特许学校在持续变化和不确定时期的领导具有启示意义。关键词:城市领导;改变领导;社会公正;披露声明作者未报告潜在的利益冲突。妮科尔·帕特森(nicole Patterson)是一名刚刚从圣约瑟夫大学教育领袖跨学科教育博士项目毕业的新博士。妮可还是一所学校的校长，她热衷于平等、文化能力、结构不平等以及为黑人和棕色人种学生提供有效的教学实践。作为第一代黑人女性教育博士，她承诺将继续下跪，并在她作为教育领袖和人类的角色中利用文化能力来改变她身后的人的轨迹。Aubrey H. Wang是圣约瑟夫大学教育领导学教授。她喜欢与教育领导者一起工作，因为当她帮助领导者发现自己的真实，成为自己和他人生活的领导者时，她感到充满活力。奥布里着迷于应用研究和领导力发展的交叉。她目前的研究重点是使用应用批判理论和行动价值实践小插曲来说明交叉性和变革性领导。
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Pub Date : 2023-10-23DOI: 10.1080/13632434.2023.2262500
María Pía Torres Zamora, Carolina Villagra Bravo
ABSTRACTDespite the progressive advance in the equality of rights and opportunities, a significant number of women who lead school organisations continue to encounter a series of obstacles when it comes to exercising school management. In this context, the article presents the experience of six women who lead educational establishments in the Araucanía Region, Chile. From a qualitative approach, the research recognises the participants as active agents in the co-construction of situated knowledge Haraway 1995 [Ciencia, cyborgs y mujeres. La reinvención de la naturaleza. Cátedra] and participatory stages and actions were designed to foster reflection and self-narration on the managerial work of its protagonists. The results show six critical aspects to understand the obstacles that female directors face: (1) The overcoming of ‘glass ceiling’ and ‘sticky floor’ situations, (2) Tacit gender prejudices in educational organisations, (3) The conception of leadership from a male thought pattern, (4) Double work shifts and their impact on the development of personal life, (5) The discrimination between peers for motives based on gender, and (6) The importance of female leadership models in their own formative processes. In conclusion, we see that one of the complications in pedagogical leadership for learning lies in gender relations.KEYWORDS: Female leadersLeadership for learningInternal obstaclesGenderPedagogical leadership Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Law No. 21,040 promulgated in 2017, creates the Public Education System and assumes a technical advisory role in all the municipalities of the country, seeking to guarantee transparency, merit and equal conditions in the recruitment and selection processes for positions. head of education, management of educational establishments and the management of the local education service in Chile.Additional informationFundingThis paper is part of the results of the Fondecyt project N°11200738 ‘Leadership for learning and evaluation practices in Elementary Education Schools in the Araucanía Region’ (2020–2023), funded by the National Research and Development Agency of Chile, ANID.Notes on contributorsMaría Pía Torres ZamoraMaría Pía Torres Zamora. Feminist. Professor of social anthropology and gender studies at the Catholic University of Temuco. Professional and investigative interests focused on processes of socioeconomic transformation, gender equality, feminist methodologies and pedagogies in Latin America and south-austral Chile. Among his recent papers are: “Intangible Cultural Heritage and gender” (Subdirectorate of Intangible Cultural Heritage of the Ministry of Culture of Chile, 2021) and “Creativity and resistance from female work in the economy of Bordemar de Calbuco, Chile” (Tekoporá Review, 2021)Carolina Villagra BravoCarolina Villagra Bravo. Doctor in Teacher Training and professor at the Universidad Católica Silva Henríquez, Chile. She wri
【摘要】尽管在权利和机会平等方面取得了长足的进步，但相当一部分领导学校组织的女性在管理学校时仍然遇到一系列障碍。在这方面，文章介绍了智利Araucanía地区六名妇女领导教育机构的经验。从定性的角度来看，该研究将参与者视为情境知识共同构建的积极主体(Haraway 1995) [Ciencia, cyborgs y mujeres]。reinvención de La naturaleza。Cátedra]和参与性阶段和行动旨在促进对其主角的管理工作的反思和自我叙述。研究结果显示了了解女性导演面临的障碍的六个关键方面:(1)克服“玻璃天花板”和“粘地板”情况;(2)教育组织中的隐性性别偏见;(3)男性思维模式下的领导观念;(4)双班制及其对个人生活发展的影响;(5)基于性别动机的同伴歧视;(6)女性领导模式在其自身形成过程中的重要性。总之，我们看到，在学习的教学领导的复杂性之一在于性别关系。注1 2017年颁布的第21,040号法律创建了公共教育系统，并在该国所有城市发挥技术咨询作用，旨在确保职位招聘和选拔过程中的透明度、绩效和平等条件。智利教育主管、教育机构管理和地方教育服务管理。本文是Fondecyt项目N°11200738“Araucanía地区小学学习和评估实践的领导力”(2020-2023)成果的一部分，该项目由智利国家研究与发展署(ANID)资助。关于contributorsMaría Pía托雷斯ZamoraMaría Pía托雷斯萨莫拉的说明。女权主义者。天主教特穆科大学社会人类学和性别研究教授。专业和调查兴趣集中在拉丁美洲和智利南部的社会经济转型过程，性别平等，女权主义方法和教学法。他最近的论文包括:“非物质文化遗产与性别”(智利文化部非物质文化遗产分理事会，2021年)和“智利博尔德马尔·德·卡尔布科经济中女性工作的创造力和阻力”(tekoporreview, 2021年)。智利Católica Silva Henríquez大学教师培训博士和教授。她最近的文章有:《从评价作为学习方法引导学校的转型》(2023)和《学校的领导和评价民主化》(2023)。
{"title":"Pedagogical leadership and gender: the obstacles that female school directors face in Southern Chile","authors":"María Pía Torres Zamora, Carolina Villagra Bravo","doi":"10.1080/13632434.2023.2262500","DOIUrl":"https://doi.org/10.1080/13632434.2023.2262500","url":null,"abstract":"ABSTRACTDespite the progressive advance in the equality of rights and opportunities, a significant number of women who lead school organisations continue to encounter a series of obstacles when it comes to exercising school management. In this context, the article presents the experience of six women who lead educational establishments in the Araucanía Region, Chile. From a qualitative approach, the research recognises the participants as active agents in the co-construction of situated knowledge Haraway 1995 [Ciencia, cyborgs y mujeres. La reinvención de la naturaleza. Cátedra] and participatory stages and actions were designed to foster reflection and self-narration on the managerial work of its protagonists. The results show six critical aspects to understand the obstacles that female directors face: (1) The overcoming of ‘glass ceiling’ and ‘sticky floor’ situations, (2) Tacit gender prejudices in educational organisations, (3) The conception of leadership from a male thought pattern, (4) Double work shifts and their impact on the development of personal life, (5) The discrimination between peers for motives based on gender, and (6) The importance of female leadership models in their own formative processes. In conclusion, we see that one of the complications in pedagogical leadership for learning lies in gender relations.KEYWORDS: Female leadersLeadership for learningInternal obstaclesGenderPedagogical leadership Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 Law No. 21,040 promulgated in 2017, creates the Public Education System and assumes a technical advisory role in all the municipalities of the country, seeking to guarantee transparency, merit and equal conditions in the recruitment and selection processes for positions. head of education, management of educational establishments and the management of the local education service in Chile.Additional informationFundingThis paper is part of the results of the Fondecyt project N°11200738 ‘Leadership for learning and evaluation practices in Elementary Education Schools in the Araucanía Region’ (2020–2023), funded by the National Research and Development Agency of Chile, ANID.Notes on contributorsMaría Pía Torres ZamoraMaría Pía Torres Zamora. Feminist. Professor of social anthropology and gender studies at the Catholic University of Temuco. Professional and investigative interests focused on processes of socioeconomic transformation, gender equality, feminist methodologies and pedagogies in Latin America and south-austral Chile. Among his recent papers are: “Intangible Cultural Heritage and gender” (Subdirectorate of Intangible Cultural Heritage of the Ministry of Culture of Chile, 2021) and “Creativity and resistance from female work in the economy of Bordemar de Calbuco, Chile” (Tekoporá Review, 2021)Carolina Villagra BravoCarolina Villagra Bravo. Doctor in Teacher Training and professor at the Universidad Católica Silva Henríquez, Chile. She wri","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"41 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135411965","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}
After the outbreak of the COVID-19 pandemic, schools had to continuously adapt to new pandemic-related regulations and challenges, including the ad hoc transition to remote learning. According to theories on school improvement and professionalisation, sharing knowledge and experiences with digital learning is helpful when dealing with related issues. However, no existing empirical studies analyse longitudinally how pre-pandemic experiences with sharing knowledge and digital learning impacted perceived professionalisation during the pandemic and how this relationship is mediated both by schools’ strategies to improve learning and by schools’ collective efficacy. For this study N = 280 school principals from Germany, Austria, and German-speaking Swiss cantons participated in two online questionnaires in 2020 and 2021. Results from the structural equation model reveal that schools’ pre-pandemic experiences with knowledge sharing and digital learning are positively indirectly related to the schools’ perceived professionalisation in the first and second year of the pandemic. The relationship is mediated by the schools’ collective efficacy in dealing with the pandemic and the schools’ use of strategies to improve teaching. The results highlight the importance of building school improvement capacity and supporting schools in digital learning to navigate through unexpected emergencies like a pandemic.
{"title":"Effects of pre-pandemic school improvement and digital learning on schools during the COVID-19 pandemic","authors":"Francesca Suter, Tobias Feldhoff, Katharina Maag Merki, Falk Radisch, Nina Jude, Stefan Brauckmann-Sajkiewicz","doi":"10.1080/13632434.2023.2259931","DOIUrl":"https://doi.org/10.1080/13632434.2023.2259931","url":null,"abstract":"After the outbreak of the COVID-19 pandemic, schools had to continuously adapt to new pandemic-related regulations and challenges, including the ad hoc transition to remote learning. According to theories on school improvement and professionalisation, sharing knowledge and experiences with digital learning is helpful when dealing with related issues. However, no existing empirical studies analyse longitudinally how pre-pandemic experiences with sharing knowledge and digital learning impacted perceived professionalisation during the pandemic and how this relationship is mediated both by schools’ strategies to improve learning and by schools’ collective efficacy. For this study N = 280 school principals from Germany, Austria, and German-speaking Swiss cantons participated in two online questionnaires in 2020 and 2021. Results from the structural equation model reveal that schools’ pre-pandemic experiences with knowledge sharing and digital learning are positively indirectly related to the schools’ perceived professionalisation in the first and second year of the pandemic. The relationship is mediated by the schools’ collective efficacy in dealing with the pandemic and the schools’ use of strategies to improve teaching. The results highlight the importance of building school improvement capacity and supporting schools in digital learning to navigate through unexpected emergencies like a pandemic.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136016867","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 : 2023-09-12DOI: 10.1080/13632434.2023.2252451
Lise Vikan Sandvik, Stine Aarønes Angvik, Alex Strømme, Bodil Svendsen, Kari Smith, Oda Aasmundstad Sommervold
This study explores school leaders’ and teachers’ experiences of leadership in assessment during the Covid-19 lockdowns. A total of 148 school leaders and 582 teachers participated in a survey, and 15 school leaders from four schools also participated in focus group interviews. In Norway, the pandemic led to closed schools for long periods, from spring 2020 to spring 2022. Moreover, all final exams were cancelled, and all final gradings were made by individual teachers. In a disruptive and chaotic situation, it was up to school leaders at each school to ensure that teachers’ assessment practices used to decide students’ final grades were valid and reliable. The extraordinary circumstances that the pandemic created in schools also created a need for leadership functions beyond the ordinary. It seems that the disruptive situation during the Covid-19 school lockdowns led to a re-distribution of school leadership tasks connected to assessment, which in turn motivated more development and innovation, even stronger collaboration, and a more focused ability to solve problems related to assessment challenges in school. This study also revealed a need for more teacher support and assessment capability within school leadership to ensure fairness, validity and reliability in final assessment.
{"title":"The need for school leadership and assessment capability in disruptive times","authors":"Lise Vikan Sandvik, Stine Aarønes Angvik, Alex Strømme, Bodil Svendsen, Kari Smith, Oda Aasmundstad Sommervold","doi":"10.1080/13632434.2023.2252451","DOIUrl":"https://doi.org/10.1080/13632434.2023.2252451","url":null,"abstract":"This study explores school leaders’ and teachers’ experiences of leadership in assessment during the Covid-19 lockdowns. A total of 148 school leaders and 582 teachers participated in a survey, and 15 school leaders from four schools also participated in focus group interviews. In Norway, the pandemic led to closed schools for long periods, from spring 2020 to spring 2022. Moreover, all final exams were cancelled, and all final gradings were made by individual teachers. In a disruptive and chaotic situation, it was up to school leaders at each school to ensure that teachers’ assessment practices used to decide students’ final grades were valid and reliable. The extraordinary circumstances that the pandemic created in schools also created a need for leadership functions beyond the ordinary. It seems that the disruptive situation during the Covid-19 school lockdowns led to a re-distribution of school leadership tasks connected to assessment, which in turn motivated more development and innovation, even stronger collaboration, and a more focused ability to solve problems related to assessment challenges in school. This study also revealed a need for more teacher support and assessment capability within school leadership to ensure fairness, validity and reliability in final assessment.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135826975","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 : 2023-08-08DOI: 10.1080/13632434.2023.2269367
Esther Dominique Klein, Paul Campbell, Rania Sawalhi
Benjamin M. Super fi ne zoom in on organisational preparedness. In their research, they use longitudinal data from a mixed methods study in two local school districts in the United States. The results illustrate systematic di ff erences in how school leaders in the two districts responded to the crisis; by triangulating qualitative and quantitative data, the authors can trace back these di ff erences to approaches taken in the districts, which in turn can be explained by the resources the districts had in place before the crisis, such as crisis plans and technological support structures. The study also sheds light on the importance of organisational culture at the local level: The authors conclude that ‘ distributed leadership networks and a culture of instructional inquiry became central. Lacking both, [one district] struggled to maintain coherent sensemaking ’ (p. 384 – 385).
{"title":"Leading in times of disruption – preparedness, problems, and possibilities (Part 2): Zooming in on the possibilities","authors":"Esther Dominique Klein, Paul Campbell, Rania Sawalhi","doi":"10.1080/13632434.2023.2269367","DOIUrl":"https://doi.org/10.1080/13632434.2023.2269367","url":null,"abstract":"Benjamin M. Super fi ne zoom in on organisational preparedness. In their research, they use longitudinal data from a mixed methods study in two local school districts in the United States. The results illustrate systematic di ff erences in how school leaders in the two districts responded to the crisis; by triangulating qualitative and quantitative data, the authors can trace back these di ff erences to approaches taken in the districts, which in turn can be explained by the resources the districts had in place before the crisis, such as crisis plans and technological support structures. The study also sheds light on the importance of organisational culture at the local level: The authors conclude that ‘ distributed leadership networks and a culture of instructional inquiry became central. Lacking both, [one district] struggled to maintain coherent sensemaking ’ (p. 384 – 385).","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135840910","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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