Pub Date : 2023-01-09DOI: 10.1080/13632434.2022.2162873
Jeff Walls, K. Louis
ABSTRACT This study explores school district leaders’ strategies for managing the intersecting challenges of ambiguity, befuddlement, and contestation produced by the COVID-19 pandemic. Drawing on interview data from district leaders in the United States, the analysis is framed in existing research regarding how public administrators navigate competing values when making choices that have implications for ‘how ought we to be?’ in a given situation. We find that district leaders employed two strategies to manage these conflicts: (1) trying to focus on the expressed or inferred needs of political factions rather than the core disagreement and using personal and relational capital to manage disappointment and compromise, and (2) shifting the focus of leadership goals within the context of their original vision and core values. This study provides insight into both how educational leaders sort through value conflicts and the organisational implications of those processes.
{"title":"Ambiguity, befuddlement, contestation: competing values in district leaders’ navigation of the COVID-19 pandemic","authors":"Jeff Walls, K. Louis","doi":"10.1080/13632434.2022.2162873","DOIUrl":"https://doi.org/10.1080/13632434.2022.2162873","url":null,"abstract":"ABSTRACT This study explores school district leaders’ strategies for managing the intersecting challenges of ambiguity, befuddlement, and contestation produced by the COVID-19 pandemic. Drawing on interview data from district leaders in the United States, the analysis is framed in existing research regarding how public administrators navigate competing values when making choices that have implications for ‘how ought we to be?’ in a given situation. We find that district leaders employed two strategies to manage these conflicts: (1) trying to focus on the expressed or inferred needs of political factions rather than the core disagreement and using personal and relational capital to manage disappointment and compromise, and (2) shifting the focus of leadership goals within the context of their original vision and core values. This study provides insight into both how educational leaders sort through value conflicts and the organisational implications of those processes.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"88 1","pages":"167 - 184"},"PeriodicalIF":5.2,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84453614","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 : 2023-01-01DOI: 10.1080/13632434.2023.2175564
Michelle Jones, Cecilia Azorín, C. Chapman, A. Harris
In education, professional networks and collaborative enquiry among professionals are far from new. Recently, however, the creation of diverse networks between schools and those involved in the wider community have been a central feature of reform and improvement in many countries (Barrero, Mula, and Domingo 2023; Calderón-Almendros et al. 2020; Jones and Harris 2020). The centrality of collaboration and networking within the current educational discourse about school reform and improvement, has raised levels of interest within policy circles interest and research communities alike. In this editorial, therefore, we bring together different examples of professional networks with the aim of considering how these networks are led and function within different contexts (i.e., Wales, Spain, and Chile). There is insufficient scope in this editorial to offer more than just a summary of these extensive networking activities, hence the country-specific commentaries are brief. Through these accounts we underline the centrality of distributed leadership, and the strength of the connections between networks, to maintain and sustain them, even when the conditions are not ideal. We also note that a ‘one-size-fits-all’ model of professional networking, ultimately fits no-one and may even suppress the professional buy-in that is needed to generate meaningful innovation and change. The existing evidence underlines that at the heart of any functioning professional network must be ownership from within, accompanied by a strong sense of collective autonomy and collaborative agency (Rincón-Gallardo 2020). It is also argued that the development of effective networking requires connected autonomy and high levels of reciprocal trust. As Fullan, Spillane, and Fullan (2022) propose:
在教育领域，专业网络和专业人员之间的协作查询远非新鲜事物。然而，最近，在学校和参与更广泛社区的人之间建立多样化的网络已经成为许多国家改革和改进的核心特征(Barrero, Mula, and Domingo, 2023;Calderón-Almendros et al. 2020;Jones and Harris 2020)。在当前关于学校改革和改进的教育论述中，协作和网络的中心地位提高了政策圈和研究界的兴趣水平。因此，在这篇社论中，我们汇集了不同的专业网络的例子，目的是考虑这些网络如何在不同的背景下(即威尔士、西班牙和智利)领导和运作。这篇社论的篇幅不够，只能对这些广泛的网络活动作一个总结，因此针对具体国家的评论很简短。通过这些描述，我们强调了分布式领导的中心地位，以及网络之间联系的力量，即使在条件不理想的情况下，也能维持和维持它们。我们还注意到，“一刀切”的职业社交模式最终不会适合任何人，甚至可能会抑制产生有意义的创新和变革所需的专业认同。现有证据强调，任何正常运作的专业网络的核心必须是内部的所有权，并伴随着强烈的集体自治和协作代理意识(Rincón-Gallardo 2020)。也有人认为，有效网络的发展需要连接的自主性和高度的相互信任。正如Fullan, Spillane和Fullan(2022)提出的那样:
{"title":"Leading professional networks: different perspectives","authors":"Michelle Jones, Cecilia Azorín, C. Chapman, A. Harris","doi":"10.1080/13632434.2023.2175564","DOIUrl":"https://doi.org/10.1080/13632434.2023.2175564","url":null,"abstract":"In education, professional networks and collaborative enquiry among professionals are far from new. Recently, however, the creation of diverse networks between schools and those involved in the wider community have been a central feature of reform and improvement in many countries (Barrero, Mula, and Domingo 2023; Calderón-Almendros et al. 2020; Jones and Harris 2020). The centrality of collaboration and networking within the current educational discourse about school reform and improvement, has raised levels of interest within policy circles interest and research communities alike. In this editorial, therefore, we bring together different examples of professional networks with the aim of considering how these networks are led and function within different contexts (i.e., Wales, Spain, and Chile). There is insufficient scope in this editorial to offer more than just a summary of these extensive networking activities, hence the country-specific commentaries are brief. Through these accounts we underline the centrality of distributed leadership, and the strength of the connections between networks, to maintain and sustain them, even when the conditions are not ideal. We also note that a ‘one-size-fits-all’ model of professional networking, ultimately fits no-one and may even suppress the professional buy-in that is needed to generate meaningful innovation and change. The existing evidence underlines that at the heart of any functioning professional network must be ownership from within, accompanied by a strong sense of collective autonomy and collaborative agency (Rincón-Gallardo 2020). It is also argued that the development of effective networking requires connected autonomy and high levels of reciprocal trust. As Fullan, Spillane, and Fullan (2022) propose:","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"18 1","pages":"1 - 7"},"PeriodicalIF":5.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75135807","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 : 2023-01-01DOI: 10.1080/13632434.2023.2171012
Felicity I. McLure, Jill M. Aldridge
ABSTRACT This systematic literature review analysed research related to education reform published between 2000 and 2020. Empirical evidence from 249 studies identified factors hindering or facilitating the long-term success of reform implementation. Eight overarching, actionable themes were found to influence success. Six themes describe requirements at the school level: the need for shared leadership focused on supporting reform; budgeting and resourcing considerations; the critical role of continuing, high-quality professional learning that is consistent with the reform effort; the need for data collection and evaluation to examine the success of the reform initiative and guide further changes; the importance of engaging stakeholders in the reform process on an ongoing basis; and ensuring staffing stability. At the classroom level, teachers require support in developing a clear understanding of the reform in practice and actionable steps for implementation. Finally, ways in which external entities and advisory teams can help to sustain reform are presented.
{"title":"Sustaining reform implementation: a systematic literature review","authors":"Felicity I. McLure, Jill M. Aldridge","doi":"10.1080/13632434.2023.2171012","DOIUrl":"https://doi.org/10.1080/13632434.2023.2171012","url":null,"abstract":"ABSTRACT\u0000 This systematic literature review analysed research related to education reform published between 2000 and 2020. Empirical evidence from 249 studies identified factors hindering or facilitating the long-term success of reform implementation. Eight overarching, actionable themes were found to influence success. Six themes describe requirements at the school level: the need for shared leadership focused on supporting reform; budgeting and resourcing considerations; the critical role of continuing, high-quality professional learning that is consistent with the reform effort; the need for data collection and evaluation to examine the success of the reform initiative and guide further changes; the importance of engaging stakeholders in the reform process on an ongoing basis; and ensuring staffing stability. At the classroom level, teachers require support in developing a clear understanding of the reform in practice and actionable steps for implementation. Finally, ways in which external entities and advisory teams can help to sustain reform are presented.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"12 1","pages":"70 - 98"},"PeriodicalIF":5.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78325150","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 : 2022-12-30DOI: 10.1080/13632434.2022.2144201
Beatriz Barrero Fernández, M. J. León Guerrero, F. Fernández-Martín, José Luís Arco Tirado, Rubén Moreno Arrebola
ABSTRACT The aim of this study is to describe the actions carried out by school management to promote inclusion and the learning of all students, from the perspective of teaching staff (members of management teams and teachers), and to find out whether these initiatives are determined by the school environment, the educational stages taught, and the positions held by the members of the management teams. The questionnaire, ‘Liderando la Educación Inclusiva en Centros de Educación Obligatoria (LEI-Q)-Equipo Docente’ (‘Leading Inclusive Education in Compulsory Education Schools – Teaching Staff’) was answered by 420 teaching-staff members. The psychometric properties of the questionnaire have been confirmed using exploratory and confirmatory factorial analysis. Descriptive analysis and nonparametric regression have also been carried out. The results show that in the schools analysed, the management teams are undertaking actions in favour of educational inclusion, with the most implemented being those aimed at managing the teaching-learning processes and professional development, and the least implemented being those that aim to make the school an inclusive community. These actions are influenced by the educational stages taught in the school, the district where they are located, and the position held by the school leaders.
本研究的目的是从教学人员(管理团队成员和教师)的角度描述学校管理层为促进所有学生的包容和学习而采取的行动，并找出这些举措是否由学校环境、所教授的教育阶段和管理团队成员所担任的职位决定。这份名为“在义务教育学校领导全纳教育——教师”的问卷名为“Liderando la Educación Inclusiva en centrros de Educación Compulsory (LEI-Q)- equipo Docente”，共有420名教师作答。问卷的心理测量特性已通过探索性和验证性因子分析得到证实。描述性分析和非参数回归也进行了。结果表明，在所分析的学校中，管理团队正在采取有利于教育包容性的行动，其中实施最多的是那些旨在管理教学过程和专业发展的行动，而实施最少的是那些旨在使学校成为包容性社区的行动。这些行为受到学校所教的教育阶段、学校所在的地区以及学校领导所担任的职位的影响。
{"title":"What do school management teams do to make their schools inclusive?","authors":"Beatriz Barrero Fernández, M. J. León Guerrero, F. Fernández-Martín, José Luís Arco Tirado, Rubén Moreno Arrebola","doi":"10.1080/13632434.2022.2144201","DOIUrl":"https://doi.org/10.1080/13632434.2022.2144201","url":null,"abstract":"ABSTRACT The aim of this study is to describe the actions carried out by school management to promote inclusion and the learning of all students, from the perspective of teaching staff (members of management teams and teachers), and to find out whether these initiatives are determined by the school environment, the educational stages taught, and the positions held by the members of the management teams. The questionnaire, ‘Liderando la Educación Inclusiva en Centros de Educación Obligatoria (LEI-Q)-Equipo Docente’ (‘Leading Inclusive Education in Compulsory Education Schools – Teaching Staff’) was answered by 420 teaching-staff members. The psychometric properties of the questionnaire have been confirmed using exploratory and confirmatory factorial analysis. Descriptive analysis and nonparametric regression have also been carried out. The results show that in the schools analysed, the management teams are undertaking actions in favour of educational inclusion, with the most implemented being those aimed at managing the teaching-learning processes and professional development, and the least implemented being those that aim to make the school an inclusive community. These actions are influenced by the educational stages taught in the school, the district where they are located, and the position held by the school leaders.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"39 1","pages":"50 - 69"},"PeriodicalIF":5.2,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77059249","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 : 2022-12-28DOI: 10.1080/13632434.2022.2137727
Laura Beckmann, E. D. Klein
ABSTRACT Building and sustaining capacity for organisational learning appears to be a prerequisite for organisational resilience. For schools, organisational learning in crisis situations, such as COVID-19, requires that they have certain learning capacities. Using quasi-longitudinal data, the paper analyses how schools’ leadership capacity (as perceived by educators) at schools serving disadvantaged communities (SSDC) at the beginning of the COVID-19 pandemic predicted the educators’ practice about a half year after returning to face-to-face-teaching (objectives and expectations regarding student performance and the staff’s willingness to innovate). We used data from two standardised surveys of the staff from 35 SSDC in North Rhine-Westphalia, Germany, conducted at the beginning of 2020, and at the end of 2021. The results of multilevel regression analyses showed that a higher leadership capacity at the start of the pandemic predicted a stronger orientation towards performance objectives during distance learning. No associations were found, however, between schools’ leadership capacity and the educators’ expectations regarding student performance as well as between schools’ leadership capacity and the staff’s willingness to innovate. Our findings help strengthen our knowledge about the antecedents of successful school improvement in challenging locations during times of crisis.
{"title":"Resilience in the context of multiple adverse circumstances? Leadership capacity and teachers’ practice during COVID-19 at schools serving disadvantaged communities","authors":"Laura Beckmann, E. D. Klein","doi":"10.1080/13632434.2022.2137727","DOIUrl":"https://doi.org/10.1080/13632434.2022.2137727","url":null,"abstract":"ABSTRACT Building and sustaining capacity for organisational learning appears to be a prerequisite for organisational resilience. For schools, organisational learning in crisis situations, such as COVID-19, requires that they have certain learning capacities. Using quasi-longitudinal data, the paper analyses how schools’ leadership capacity (as perceived by educators) at schools serving disadvantaged communities (SSDC) at the beginning of the COVID-19 pandemic predicted the educators’ practice about a half year after returning to face-to-face-teaching (objectives and expectations regarding student performance and the staff’s willingness to innovate). We used data from two standardised surveys of the staff from 35 SSDC in North Rhine-Westphalia, Germany, conducted at the beginning of 2020, and at the end of 2021. The results of multilevel regression analyses showed that a higher leadership capacity at the start of the pandemic predicted a stronger orientation towards performance objectives during distance learning. No associations were found, however, between schools’ leadership capacity and the educators’ expectations regarding student performance as well as between schools’ leadership capacity and the staff’s willingness to innovate. Our findings help strengthen our knowledge about the antecedents of successful school improvement in challenging locations during times of crisis.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"328 1","pages":"145 - 166"},"PeriodicalIF":5.2,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77384591","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 : 2022-10-27DOI: 10.1080/13632434.2022.2137725
B. Haglund, Lena Glaés-Coutts
ABSTRACT Principals in Sweden face leadership challenges as pedagogical leaders of School-age educare Centers (SAECs). This study examines how principals identify both professional development needs as well as challenges they face in supporting the SAEC teachers. The empirical data is based on reflections from 29 principals and vice-principals from four different municipalities in Sweden, which were analyzed using a framework for successful school leadership (Leithwood, K., A. Harris, and D. Hopkins. 2020. “Seven strong claims about successful school leadership revisited.” School Leadership & Management 40 (1): 5–22) and thematic analysis. Within the key areas for development three main themes were found: personal professional understanding of SAEC, building collaborative cultures within and between SAEC departments, and increasing student participation and engagement. The participants further identified specific challenges in supporting the SAEC teachers: building a culture of collaboration between SAEC and the compulsory school, structuring planning and collaboration, and improving assessment practices in SAEC.The results highlight how by not prioritizing the work in SAECs has impacted their ability to lead the program; they emphasize their need to improve and develop the SAECs and their desire to change their leadership priorities.
瑞典的校长作为学龄教育中心(SAECs)的教学领导者面临领导挑战。本研究探讨校长如何识别专业发展的需要，以及他们在支持中学教师时所面临的挑战。经验数据基于来自瑞典四个不同城市的29名校长和副校长的反思，并使用成功的学校领导框架(Leithwood, K, a . Harris, and D. Hopkins. 2020)对其进行了分析。“重新审视成功的学校领导的七个强有力的主张。”学校领导与管理40(1):5-22)和专题分析。在发展的关键领域中，发现了三个主要主题:个人对SAEC的专业理解，在SAEC部门内部和部门之间建立合作文化，以及增加学生的参与和参与。与会者进一步指出了支持中学教师的具体挑战:在中学与义务教育学校之间建立合作文化，组织规划和合作，以及改进中学的评估实践。研究结果突出表明，saec工作的不优先级如何影响了他们领导项目的能力;他们强调需要改进和发展saec，并希望改变其领导重点。
{"title":"Leading and supporting: principals reflect on their task as pedagogical leaders of Swedish school-age educare","authors":"B. Haglund, Lena Glaés-Coutts","doi":"10.1080/13632434.2022.2137725","DOIUrl":"https://doi.org/10.1080/13632434.2022.2137725","url":null,"abstract":"ABSTRACT Principals in Sweden face leadership challenges as pedagogical leaders of School-age educare Centers (SAECs). This study examines how principals identify both professional development needs as well as challenges they face in supporting the SAEC teachers. The empirical data is based on reflections from 29 principals and vice-principals from four different municipalities in Sweden, which were analyzed using a framework for successful school leadership (Leithwood, K., A. Harris, and D. Hopkins. 2020. “Seven strong claims about successful school leadership revisited.” School Leadership & Management 40 (1): 5–22) and thematic analysis. Within the key areas for development three main themes were found: personal professional understanding of SAEC, building collaborative cultures within and between SAEC departments, and increasing student participation and engagement. The participants further identified specific challenges in supporting the SAEC teachers: building a culture of collaboration between SAEC and the compulsory school, structuring planning and collaboration, and improving assessment practices in SAEC.The results highlight how by not prioritizing the work in SAECs has impacted their ability to lead the program; they emphasize their need to improve and develop the SAECs and their desire to change their leadership priorities.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"20 1","pages":"8 - 27"},"PeriodicalIF":5.2,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84910147","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 : 2022-10-24DOI: 10.1080/13632434.2022.2137726
J. Watts
ABSTRACT This review provides a synthesis of research from the past decade on beginning principals and the professional supports they access to cope with role-related demands. The synthesis is based on empirical research studies conducted from the perspectives of beginning principals and contributes to the knowledge base on principal wellbeing and retention. Findings indicate that this field is still emerging with only 45 articles included in the final repository. Studies mostly focussed on formal mentoring and coaching by experienced or retired principals within USA using qualitative interview methodologies. Notably, accessing professional support yielded positive outcomes for beginning principals in the areas of leadership, management, and personal and social capabilities. Conversely, the absence of professional support increased feelings of isolation, burnout, and attrition. In characterising effective professional support, three broad themes emerged: (1) opportunities to learn from other principals; (2) developing positive relationships with mentors; and (3) exercising personal agency to create professional support networks. Findings suggest that mentoring needs to take more of a team-oriented approach rather than traditional dyadic arrangements. Thus, although the review confirms the importance of professional support, future research needs to move beyond formal induction programmes and examine how beginning principals informally learn from colleagues and supervisors.
{"title":"Supporting beginning principals to survive and thrive in the role: a systematic review of literature","authors":"J. Watts","doi":"10.1080/13632434.2022.2137726","DOIUrl":"https://doi.org/10.1080/13632434.2022.2137726","url":null,"abstract":"ABSTRACT This review provides a synthesis of research from the past decade on beginning principals and the professional supports they access to cope with role-related demands. The synthesis is based on empirical research studies conducted from the perspectives of beginning principals and contributes to the knowledge base on principal wellbeing and retention. Findings indicate that this field is still emerging with only 45 articles included in the final repository. Studies mostly focussed on formal mentoring and coaching by experienced or retired principals within USA using qualitative interview methodologies. Notably, accessing professional support yielded positive outcomes for beginning principals in the areas of leadership, management, and personal and social capabilities. Conversely, the absence of professional support increased feelings of isolation, burnout, and attrition. In characterising effective professional support, three broad themes emerged: (1) opportunities to learn from other principals; (2) developing positive relationships with mentors; and (3) exercising personal agency to create professional support networks. Findings suggest that mentoring needs to take more of a team-oriented approach rather than traditional dyadic arrangements. Thus, although the review confirms the importance of professional support, future research needs to move beyond formal induction programmes and examine how beginning principals informally learn from colleagues and supervisors.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"336 1","pages":"28 - 49"},"PeriodicalIF":5.2,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75790702","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 : 2022-10-20DOI: 10.1080/13632434.2022.2109620
A. Harris, Michelle Jones, Nashwa Ismail
ABSTRACT Distributed leadership is one of the most influential and well-discussed ideas to emerge in the field of educational leadership. Prompted by the foundational and seminal work of Spillane et al. (2001) the idea of shared or ‘stretched’ leadership that incorporates both formal and informal leaders, has been of interest to researchers, policy-makers practitioners and educational reformers around the globe. Distributed leadership has captured the attention of many international researchers and as this article will show, has been the focus of a great deal of empirical enquiry. This article looks at the two decades of research that followed the pivotal Spillane et al. (2001) article on distributed leadership. Firstly, it takes a retrospective view by drawing upon selected literature from 2001 to 2011 mapping out the main findings based on this empirical terrain. Secondly, it offers a contemporary view by exploring recently selected literature on distributed leadership from 2011 to 2021. The article does not claim to be a systematic review of the literature but rather, offers some insights into selected evidence over two decades. The article considers how far distributed leadership remains a relevant concept for those working within the field of educational leadership.
{"title":"Distributed leadership: taking a retrospective and contemporary view of the evidence base","authors":"A. Harris, Michelle Jones, Nashwa Ismail","doi":"10.1080/13632434.2022.2109620","DOIUrl":"https://doi.org/10.1080/13632434.2022.2109620","url":null,"abstract":"ABSTRACT Distributed leadership is one of the most influential and well-discussed ideas to emerge in the field of educational leadership. Prompted by the foundational and seminal work of Spillane et al. (2001) the idea of shared or ‘stretched’ leadership that incorporates both formal and informal leaders, has been of interest to researchers, policy-makers practitioners and educational reformers around the globe. Distributed leadership has captured the attention of many international researchers and as this article will show, has been the focus of a great deal of empirical enquiry. This article looks at the two decades of research that followed the pivotal Spillane et al. (2001) article on distributed leadership. Firstly, it takes a retrospective view by drawing upon selected literature from 2001 to 2011 mapping out the main findings based on this empirical terrain. Secondly, it offers a contemporary view by exploring recently selected literature on distributed leadership from 2011 to 2021. The article does not claim to be a systematic review of the literature but rather, offers some insights into selected evidence over two decades. The article considers how far distributed leadership remains a relevant concept for those working within the field of educational leadership.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"54 1","pages":"438 - 456"},"PeriodicalIF":5.2,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90972789","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 : 2022-10-20DOI: 10.1080/13632434.2022.2137125
S. McGregor, Amani K. Hamdan Alghamdi
ABSTRACT This paper is about socialising Saudi female preservice teachers (PSTs) while they are attending university into the role of educational leadership. This leadership role should be broadened to include nation building per the tenets of Saudi Arabia’s national development plan, Vision 2030. After discussing nation building and profiling the Saudi educational context (including educational reform initiatives), and after explaining Islamic understandings of educational leadership (values and traditions), an overview of the intentionally planned professional socialisation process is presented. The paper culminates in ideas around what an aligned curriculum might contain so Saudi female PSTs are exposed to educational leadership for nation building while at university. With intentional socialisation into this role, upon graduation, they should be more inclined to assume a role in nation building by (a) influencing the educational sector, players, and policies to benefit the nation and (b) convincing other sectors of the value of women and the education sector in ensuring an ambitious nation. Insights apply to other nations engaged in nation building including Arab nations.
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Pub Date : 2022-10-20DOI: 10.1080/13632434.2022.2137126
Camilla Highfield, C. Rubie-Davies
ABSTRACT This paper describes findings related to the effectiveness of secondary school middle leaders as a contributor to within-school variation in academic results for students at department level in urban high schools. The ‘high-stakes’ academic assessment results for students in 10 urban high schools in New Zealand in English, mathematics and science were collated over three years. The analyses revealed variable subject department performance by 16- to 18-year-old students in the national qualification within these schools. The extent of the effectiveness of the middle leadership practices in these departments was investigated using individual questionnaires for each middle leader and the teachers who reported to them. This paper reports the results of the statistical analyses of the questionnaire compared with the aggregated academic results for students by department and finds specific middle leadership practices that were strongly associated with improved academic results. In schools where students were socially disadvantaged, the statistical significance of the results was greater. This study contributes to the previous schooling improvement literature on department effectiveness by enhancing our understanding of why students in departments in the same high school perform differently and how effective middle leaders can impact positively the student academic outcomes.
{"title":"Middle leadership practices in secondary schools associated with improved student outcomes","authors":"Camilla Highfield, C. Rubie-Davies","doi":"10.1080/13632434.2022.2137126","DOIUrl":"https://doi.org/10.1080/13632434.2022.2137126","url":null,"abstract":"ABSTRACT This paper describes findings related to the effectiveness of secondary school middle leaders as a contributor to within-school variation in academic results for students at department level in urban high schools. The ‘high-stakes’ academic assessment results for students in 10 urban high schools in New Zealand in English, mathematics and science were collated over three years. The analyses revealed variable subject department performance by 16- to 18-year-old students in the national qualification within these schools. The extent of the effectiveness of the middle leadership practices in these departments was investigated using individual questionnaires for each middle leader and the teachers who reported to them. This paper reports the results of the statistical analyses of the questionnaire compared with the aggregated academic results for students by department and finds specific middle leadership practices that were strongly associated with improved academic results. In schools where students were socially disadvantaged, the statistical significance of the results was greater. This study contributes to the previous schooling improvement literature on department effectiveness by enhancing our understanding of why students in departments in the same high school perform differently and how effective middle leaders can impact positively the student academic outcomes.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"5 1","pages":"543 - 564"},"PeriodicalIF":5.2,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78584050","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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