Pub Date : 2022-01-01DOI: 10.1080/13632434.2022.2035907
A. Harris, Michelle Jones
Like underperforming companies, relationships or governments, the judgments on underperforming schools are often swift and ruthless. Underperforming school chools are frequently polarised as good or bad, and those schools that fail to hit the mark are fair game for media attention and ripe for some sort of public, external intervention. Yet, the whole idea of underperforming schools is so contextually bound, that to group them generically as ‘underperforming’ is meaningless and ultimately, counterproductive. They are far from the same. The fact remains that most schools labelled as underperforming tend to be located in areas of significant disadvantage, whether in rural, coastal, or urban locations. Their poverty levels may be similar, but other contextual factors can vary dramatically. Even so, their performance is weighed and measured in standard ways that assume that contextual factors are unimportant or do not affect the daily lives of the leaders and teachers that work in such settings. This is not to suggest that we accept low standards because of disadvantages but there must be some acknowledgement and acceptance that this is far from a level playing field. Without question, underperformance is a highly sensitive issue. Despite the sensitivities and complexities, in many countries, there is now renewed policy interest in improving schools that are deemed to be underperforming. From various vantage points, underperforming schools are judged as failing to deliver a good educational experience for most students in their care over time. Clearly, this must be addressed, but the measures are taken to ‘improve’ such schools often are intrusive, invasive, and top-down. International evidence suggests that there is no single, comprehensive, definition of an underperforming school, as the contextual factors and influences vary considerably from school to school and from context-to-context (Leithwood, Harris, and Strauss 2010). Whether categorised as schools in difficulty, schools facing challenging circumstances, failing schools, turnaround schools, and schools in special measures, the fact remain that there is no uniformity about underperformance and no silver bullet to address it. Also, the labels do not help. Categorising schools this way is simply a way of devaluing and demeaning them, rendering them publicly as unfit for duty, in some imperfect and unpalatable way. It negates what these schools can do into a negative discourse of what they cannot do. The research tells us that underperforming schools will have moved through various stages of decline, which will be clearly visible to all supporting them, where their ability to accomplish their primary goals steadily diminishes. School failure tends to be a steady and often predictable downward spiral rather than a sudden plummet in performance. Yet, in most cases, only at the point of abject failure does the rescue cavalry come over the hill. Disruption of a steady decline is always perfectly po
就像表现不佳的公司、人际关系或政府一样，对表现不佳的学校的评判往往是迅速而无情的。表现不佳的学校经常被分为好学校和坏学校，而那些未能达到目标的学校则是媒体关注的目标，也是某种公共外部干预的时机成熟。然而，表现不佳的学校的整个概念是如此的受环境约束，以至于将它们笼统地归类为“表现不佳”是毫无意义的，最终会适得其反。它们完全不一样。事实仍然是，大多数被列为表现不佳的学校往往位于明显不利的地区，无论是在农村、沿海还是城市地区。他们的贫困程度可能相似，但其他背景因素可能差别很大。即便如此，他们的表现还是以标准的方式进行权衡和衡量的，这种方式假设背景因素不重要，或者不会影响在这种环境中工作的领导者和教师的日常生活。这并不是说我们因为缺点而接受低标准，但我们必须承认和接受，这远远不是一个公平的竞争环境。毫无疑问，业绩不佳是一个高度敏感的问题。尽管存在敏感性和复杂性，但在许多国家，改善那些被认为表现不佳的学校的政策现在重新引起了人们的兴趣。从各种有利的角度来看，表现不佳的学校被认为未能为他们所照顾的大多数学生提供良好的教育体验。显然，这个问题必须得到解决，但“改善”这类学校的措施往往是侵扰性的、侵入性的、自上而下的。国际上的证据表明，表现不佳的学校没有一个单一的、全面的定义，因为不同学校和不同背景的背景因素和影响差异很大(Leithwood, Harris, and Strauss, 2010)。无论是被归类为困难学校、面临挑战的学校、失败学校、转型学校还是特殊措施学校，事实仍然是，表现不佳的学校没有统一的标准，也没有解决问题的灵丹妙药。此外，标签也没有帮助。以这种方式对学校进行分类，只不过是一种贬低和贬低它们的方式，以某种不完美和令人不快的方式，公开地将它们描绘成不适合履行职责的学校。它把这些学校能做的事情否定为他们不能做的事情。研究告诉我们，表现不佳的学校将经历不同的衰退阶段，这对所有支持它们的人来说都是清晰可见的，在这个阶段，它们实现主要目标的能力正在稳步下降。学业失败往往是一种稳定的、经常可预测的恶性循环，而不是表现的突然下降。然而，在大多数情况下，只有在彻底失败的时候，救援骑兵才会翻山越岭。考虑到这些学校展示的早期预警系统，破坏稳步下降总是完全有可能的，但通常只有当学校失败得如此严重，以至于情况无法再被忽视时，才会进行干预(Leithwood, Harris, and Strauss 2013)。
{"title":"Leading underperforming schools","authors":"A. Harris, Michelle Jones","doi":"10.1080/13632434.2022.2035907","DOIUrl":"https://doi.org/10.1080/13632434.2022.2035907","url":null,"abstract":"Like underperforming companies, relationships or governments, the judgments on underperforming schools are often swift and ruthless. Underperforming school chools are frequently polarised as good or bad, and those schools that fail to hit the mark are fair game for media attention and ripe for some sort of public, external intervention. Yet, the whole idea of underperforming schools is so contextually bound, that to group them generically as ‘underperforming’ is meaningless and ultimately, counterproductive. They are far from the same. The fact remains that most schools labelled as underperforming tend to be located in areas of significant disadvantage, whether in rural, coastal, or urban locations. Their poverty levels may be similar, but other contextual factors can vary dramatically. Even so, their performance is weighed and measured in standard ways that assume that contextual factors are unimportant or do not affect the daily lives of the leaders and teachers that work in such settings. This is not to suggest that we accept low standards because of disadvantages but there must be some acknowledgement and acceptance that this is far from a level playing field. Without question, underperformance is a highly sensitive issue. Despite the sensitivities and complexities, in many countries, there is now renewed policy interest in improving schools that are deemed to be underperforming. From various vantage points, underperforming schools are judged as failing to deliver a good educational experience for most students in their care over time. Clearly, this must be addressed, but the measures are taken to ‘improve’ such schools often are intrusive, invasive, and top-down. International evidence suggests that there is no single, comprehensive, definition of an underperforming school, as the contextual factors and influences vary considerably from school to school and from context-to-context (Leithwood, Harris, and Strauss 2010). Whether categorised as schools in difficulty, schools facing challenging circumstances, failing schools, turnaround schools, and schools in special measures, the fact remain that there is no uniformity about underperformance and no silver bullet to address it. Also, the labels do not help. Categorising schools this way is simply a way of devaluing and demeaning them, rendering them publicly as unfit for duty, in some imperfect and unpalatable way. It negates what these schools can do into a negative discourse of what they cannot do. The research tells us that underperforming schools will have moved through various stages of decline, which will be clearly visible to all supporting them, where their ability to accomplish their primary goals steadily diminishes. School failure tends to be a steady and often predictable downward spiral rather than a sudden plummet in performance. Yet, in most cases, only at the point of abject failure does the rescue cavalry come over the hill. Disruption of a steady decline is always perfectly po","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"13 1","pages":"1 - 3"},"PeriodicalIF":5.2,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89589420","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 : 2022-01-01DOI: 10.1080/13632434.2021.2016685
Piret Oppi, Eve Eisenschmidt, Anna-Liisa Jõgi
ABSTRACT Teacher leadership is a powerful concept in school development. However, teachers’ readiness to take on the leadership role is rather delicate. Therefore, this study aimed to determine the relationship between teachers’ readiness for leadership and two main factors that affect it: distributed leadership and school culture. Quantitative data from teachers (n = 480) in 16 Estonian schools were gathered through a questionnaire regarding teachers’ readiness for leadership, their perceived distributed leadership and school culture. The results indicated that teachers in schools where distributed leadership dimensions were perceived above average evaluated their readiness for leadership higher. We also found that teachers evaluated their readiness for leadership higher in schools where innovation and change-oriented school culture were perceived as higher than average. The findings offer in-depth evidence of the conditions necessary to support teachers’ readiness for leadership.
{"title":"Teacher’s readiness for leadership – a strategy for school development","authors":"Piret Oppi, Eve Eisenschmidt, Anna-Liisa Jõgi","doi":"10.1080/13632434.2021.2016685","DOIUrl":"https://doi.org/10.1080/13632434.2021.2016685","url":null,"abstract":"ABSTRACT Teacher leadership is a powerful concept in school development. However, teachers’ readiness to take on the leadership role is rather delicate. Therefore, this study aimed to determine the relationship between teachers’ readiness for leadership and two main factors that affect it: distributed leadership and school culture. Quantitative data from teachers (n = 480) in 16 Estonian schools were gathered through a questionnaire regarding teachers’ readiness for leadership, their perceived distributed leadership and school culture. The results indicated that teachers in schools where distributed leadership dimensions were perceived above average evaluated their readiness for leadership higher. We also found that teachers evaluated their readiness for leadership higher in schools where innovation and change-oriented school culture were perceived as higher than average. The findings offer in-depth evidence of the conditions necessary to support teachers’ readiness for leadership.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"1 1","pages":"79 - 103"},"PeriodicalIF":5.2,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74993724","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 : 2021-12-29DOI: 10.1080/13632434.2021.2016687
Michalis Constantinides
ABSTRACT Rationalising school activities through principles of standards, testing and accountability has taken a strong hold and continues to be the dominant logic for educational reform in England. This article examines the ways in which three principals of English academies understand and respond to accountability policies as required by their Multi-Academy Trust (MAT) and external demands. A sensemaking perspective is adopted to explore how school principals come to interpret, negotiate and adapt messages and pressures about accountability policies in their efforts to respond to their local contexts. Based on an analysis of data from three academies, this article highlights the active role of school leaders in the enactment processes of policies related to curriculum and pedagogy, data monitoring, resource allocation and performance management. Findings reveal the variations in the degree of autonomy the participating leaders enjoyed in some of these areas, in which they appeared to interpret and adjust policies as needed to fit their schools and communities. Insights from individual leaders’ sensemaking provide an important contribution to research on how academies respond to high-stakes accountability policies in that the meanings leaders make determine the actions and decisions they take on instructional priorities.
{"title":"High-stakes accountability policies and local adaptation: exploring how school principals respond to multiple policy demands","authors":"Michalis Constantinides","doi":"10.1080/13632434.2021.2016687","DOIUrl":"https://doi.org/10.1080/13632434.2021.2016687","url":null,"abstract":"ABSTRACT Rationalising school activities through principles of standards, testing and accountability has taken a strong hold and continues to be the dominant logic for educational reform in England. This article examines the ways in which three principals of English academies understand and respond to accountability policies as required by their Multi-Academy Trust (MAT) and external demands. A sensemaking perspective is adopted to explore how school principals come to interpret, negotiate and adapt messages and pressures about accountability policies in their efforts to respond to their local contexts. Based on an analysis of data from three academies, this article highlights the active role of school leaders in the enactment processes of policies related to curriculum and pedagogy, data monitoring, resource allocation and performance management. Findings reveal the variations in the degree of autonomy the participating leaders enjoyed in some of these areas, in which they appeared to interpret and adjust policies as needed to fit their schools and communities. Insights from individual leaders’ sensemaking provide an important contribution to research on how academies respond to high-stakes accountability policies in that the meanings leaders make determine the actions and decisions they take on instructional priorities.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"78 1","pages":"170 - 187"},"PeriodicalIF":5.2,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84086707","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 : 2021-12-29DOI: 10.1080/13632434.2021.2016686
S. Carrington, Nerida Spina, M. Kimber, Rebecca Spooner-Lane, Kate E. Williams
ABSTRACT School improvement reforms aimed at achieving improved student learning remain high on the agenda for leaders across the globe. The purpose of this paper is to understand the leadership attributes that enable school leaders to bring about positive change. This qualitative study is based on interviews with school leaders (school principals and their deputy principals) and focus groups of six teachers in two case study schools. A realist approach is used to understand how leadership attributes spark related social mechanisms that lead to improved outcomes. Data analysis generated four leadership attributes: (1) valuing diversity, (2) support for staff, (3) collaborative leadership style, and (4) valuing teachers’ professional learning. Each of these was found to have influenced decision-making and sentiment, which generated positive school improvement outcomes in the two case study schools. These findings have the potential to contribute to professional learning which can improve understanding of how leadership attributes in context bring about school improvement.
{"title":"Leadership attributes that support school improvement: a realist approach","authors":"S. Carrington, Nerida Spina, M. Kimber, Rebecca Spooner-Lane, Kate E. Williams","doi":"10.1080/13632434.2021.2016686","DOIUrl":"https://doi.org/10.1080/13632434.2021.2016686","url":null,"abstract":"ABSTRACT School improvement reforms aimed at achieving improved student learning remain high on the agenda for leaders across the globe. The purpose of this paper is to understand the leadership attributes that enable school leaders to bring about positive change. This qualitative study is based on interviews with school leaders (school principals and their deputy principals) and focus groups of six teachers in two case study schools. A realist approach is used to understand how leadership attributes spark related social mechanisms that lead to improved outcomes. Data analysis generated four leadership attributes: (1) valuing diversity, (2) support for staff, (3) collaborative leadership style, and (4) valuing teachers’ professional learning. Each of these was found to have influenced decision-making and sentiment, which generated positive school improvement outcomes in the two case study schools. These findings have the potential to contribute to professional learning which can improve understanding of how leadership attributes in context bring about school improvement.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"12 1","pages":"151 - 169"},"PeriodicalIF":5.2,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78225640","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 : 2021-10-20DOI: 10.1080/13632434.2021.2002839
M. Innes
ABSTRACT This article reports on research for The Literacy Policy project. The focus is the micro-politics of policy enactment, sited in the literacy policy of a multi-academy trust (MAT). A semi-structured interview was conducted with the CEO of a MAT to ascertain what literacy policy means to them. The contribution is to add to existing literature on the practice of MAT CEOs, using theories of micro-politics and the thinking tools of Bourdieu. Findings suggest that MAT CEOs may enact policies and structure their organisation in a way that reduces the opportunity for, but also monitors and utilises, micro-political activity by teachers and headteachers. This is driven by the pressures on MATs to expand in a highly performative environment and deliver curricular in a cost-effective way. This is important because it suggests that the UK government’s academies policy for schools in England does not necessarily deliver the promised levels of autonomy; and may lead to homogenised curricular for schools in disadvantaged areas where greater criticality is required.
{"title":"The micro-politics of policy enactment in a multi-academy trust","authors":"M. Innes","doi":"10.1080/13632434.2021.2002839","DOIUrl":"https://doi.org/10.1080/13632434.2021.2002839","url":null,"abstract":"ABSTRACT This article reports on research for The Literacy Policy project. The focus is the micro-politics of policy enactment, sited in the literacy policy of a multi-academy trust (MAT). A semi-structured interview was conducted with the CEO of a MAT to ascertain what literacy policy means to them. The contribution is to add to existing literature on the practice of MAT CEOs, using theories of micro-politics and the thinking tools of Bourdieu. Findings suggest that MAT CEOs may enact policies and structure their organisation in a way that reduces the opportunity for, but also monitors and utilises, micro-political activity by teachers and headteachers. This is driven by the pressures on MATs to expand in a highly performative environment and deliver curricular in a cost-effective way. This is important because it suggests that the UK government’s academies policy for schools in England does not necessarily deliver the promised levels of autonomy; and may lead to homogenised curricular for schools in disadvantaged areas where greater criticality is required.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"13 1","pages":"334 - 351"},"PeriodicalIF":5.2,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73913175","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 : 2021-10-20DOI: 10.1080/13632434.2021.1981110
T. Greany
This special issue focusses on governance, leadership and improvement in Multi-School Organisations (MSOs). Three types of MSO are examined across the five articles Multi-Academy Trusts (MATs) in England, Boards of Multiple Schools (BMSs) in the Netherlands, and Charter Management Organisations (CMOs) in the USA. The emergence and evolution of these new MSO types is worthy of study for a number of reasons. Most significantly, in each of the three countries, these MSOs are now responsible for operating multiple schools which educate thousands of children, often in the most deprived communities. These MSOs can exert influence over many aspects of the schools they operate, including curriculum, instruction, hiring, leadership, professional development, and various related areas that bear directly on teaching and learning. More broadly, as the article by Jacqueline Baxter and Anna John in this special issue illustrates, these MSOs play a role in translating policy mandates, local community needs, and professional expertise into specific educational visions and strategies as well as systems for operationalising these. Furthermore, these new MSOs now form part of the larger middle tier in the systems in which they operate, with significant implications for larger societal concerns, such as equity, segregation, inclusion and efficiency. The three MSO types we focus on here have developed in context-specific ways, meaning that they differ in various non-trivial aspects. However, the reason for studying them alongside each other here is that they have a number of features in common, including:
{"title":"Editorial for Special Issue - Leadership in Multi-School Organisations","authors":"T. Greany","doi":"10.1080/13632434.2021.1981110","DOIUrl":"https://doi.org/10.1080/13632434.2021.1981110","url":null,"abstract":"This special issue focusses on governance, leadership and improvement in Multi-School Organisations (MSOs). Three types of MSO are examined across the five articles Multi-Academy Trusts (MATs) in England, Boards of Multiple Schools (BMSs) in the Netherlands, and Charter Management Organisations (CMOs) in the USA. The emergence and evolution of these new MSO types is worthy of study for a number of reasons. Most significantly, in each of the three countries, these MSOs are now responsible for operating multiple schools which educate thousands of children, often in the most deprived communities. These MSOs can exert influence over many aspects of the schools they operate, including curriculum, instruction, hiring, leadership, professional development, and various related areas that bear directly on teaching and learning. More broadly, as the article by Jacqueline Baxter and Anna John in this special issue illustrates, these MSOs play a role in translating policy mandates, local community needs, and professional expertise into specific educational visions and strategies as well as systems for operationalising these. Furthermore, these new MSOs now form part of the larger middle tier in the systems in which they operate, with significant implications for larger societal concerns, such as equity, segregation, inclusion and efficiency. The three MSO types we focus on here have developed in context-specific ways, meaning that they differ in various non-trivial aspects. However, the reason for studying them alongside each other here is that they have a number of features in common, including:","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"20 1","pages":"285 - 289"},"PeriodicalIF":5.2,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85798864","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 : 2021-09-24DOI: 10.1080/13632434.2021.1974826
Carmen Lucena Rodríguez, Javier Mula-Falcón, Jesús Domingo Segovia, C. Cruz-González
ABSTRACT The arrival of covid-19 had a major impact on all sectors of the population, especially education. The closure of schools and later the health measures adopted forced schools to a rapid conversion towards a digital scenario. Faced with this crisis situation, the existence of school leaders became even more essential. For this reason, in order to face this challenge, it is necessary to establish a school management that moves towards horizontality, social justice and professional commitment. Using a qualitative approach, we offer the story of a female principal who leads in a challenge context. The findings reveal how fighting windmills was one of the predominant sensations throughout this period. This manuscript also describes the different leadership strategies developed. It also points out the different supports and obstacles experienced by the professional team of the school. Finally, we discuss new horizons within the field of school leadership in times of crisis.
{"title":"Fighting windmills: a female principal's story during COVID-19","authors":"Carmen Lucena Rodríguez, Javier Mula-Falcón, Jesús Domingo Segovia, C. Cruz-González","doi":"10.1080/13632434.2021.1974826","DOIUrl":"https://doi.org/10.1080/13632434.2021.1974826","url":null,"abstract":"ABSTRACT The arrival of covid-19 had a major impact on all sectors of the population, especially education. The closure of schools and later the health measures adopted forced schools to a rapid conversion towards a digital scenario. Faced with this crisis situation, the existence of school leaders became even more essential. For this reason, in order to face this challenge, it is necessary to establish a school management that moves towards horizontality, social justice and professional commitment. Using a qualitative approach, we offer the story of a female principal who leads in a challenge context. The findings reveal how fighting windmills was one of the predominant sensations throughout this period. This manuscript also describes the different leadership strategies developed. It also points out the different supports and obstacles experienced by the professional team of the school. Finally, we discuss new horizons within the field of school leadership in times of crisis.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"12 1","pages":"44 - 61"},"PeriodicalIF":5.2,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90845874","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 : 2021-09-12DOI: 10.1080/13632434.2021.1974827
D. B. Reid
ABSTRACT The purpose of this study was to better understand how school principals in the United States (U.S.) describe and manage their stress and anxiety during the COVID-19 pandemic. Data come from 31 interviews with 16 public school principals in the U.S. state of New Jersey. An analysis of the data shows principals have experienced increased levels of stress and anxiety since the pandemic began. The principals describe managing this increased stress and anxiety in two prominent ways: (1) suppressing much of this stress and anxiety in an effort to put on a brave face for students, teachers, parents, and the community; and (2) relying on activities and individuals outside of their school (family members/other principals in the district) as outlets to help manage their stress and anxiety. The findings of this work have several practical implications, including the need for formalised stress and anxiety supports for school principals, particularly during times of crises.
{"title":"Suppressing and sharing: how school principals manage stress and anxiety during COVID-19","authors":"D. B. Reid","doi":"10.1080/13632434.2021.1974827","DOIUrl":"https://doi.org/10.1080/13632434.2021.1974827","url":null,"abstract":"ABSTRACT The purpose of this study was to better understand how school principals in the United States (U.S.) describe and manage their stress and anxiety during the COVID-19 pandemic. Data come from 31 interviews with 16 public school principals in the U.S. state of New Jersey. An analysis of the data shows principals have experienced increased levels of stress and anxiety since the pandemic began. The principals describe managing this increased stress and anxiety in two prominent ways: (1) suppressing much of this stress and anxiety in an effort to put on a brave face for students, teachers, parents, and the community; and (2) relying on activities and individuals outside of their school (family members/other principals in the district) as outlets to help manage their stress and anxiety. The findings of this work have several practical implications, including the need for formalised stress and anxiety supports for school principals, particularly during times of crises.","PeriodicalId":47255,"journal":{"name":"School Leadership & Management","volume":"290 1","pages":"62 - 78"},"PeriodicalIF":5.2,"publicationDate":"2021-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79539561","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 : 2021-07-11DOI: 10.1080/13632434.2021.1945024
Lars Stevenson, M. Honingh, A. Neeleman
ABSTRACT Over the last decade the governance of primary and secondary schools in the Netherlands has by no means become simpler. This paper sketches recent policy developments and their consequences for the leadership of Boards of Multiple Schools (BMSs) and their school leaders. Thereof we describe the challenges BMSs in the Netherlands currently face to enhance educational quality. However, the existence of a wide variety of school board types and a lack of research into BMSs prevent a solid evidence base on how the leadership of school boards contributes to improving the quality of education in the schools they run. As the interaction between school leaders and boards is understudied we make a plea for a research agenda that does justice to challenges for school leadership in multi-school systems.
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Pub Date : 2021-07-10DOI: 10.1080/13632434.2021.1948397
Matthew R. Malone, Laura Groth, J. Glazer
School improvement in chronically under-performing schools remains a formidable challenge for school leaders. Recent policies in the U.S. have created incentives for school leaders to attempt new s...
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