Pub Date : 2021-11-10DOI: 10.1177/17411432211054625
Matías Sanfuentes, Matias Garreton, J. P. Valenzuela, R. Díaz, Claudio Montoya
Chile is undertaking an ambitious public education reform, re-centralising the administration of municipal schools in larger territories. This reform is unprecedented, both for the size of the new intermediate-level services ( Servicios Locales de Educación Pública) and the escalation of their bureaucratic complexity, facing widespread organisational problems that cause high stress and labour suffering. We argue that improving emotional working conditions is necessary to accomplish pedagogical goals, but this dimension has received little attention. This article presents a follow-up study focused on school principals and professionals’ emotional and occupational experiences that have worked in the initial two-and-half years of one of the first Servicios Locales de Educación Pública created in the country. The qualitative analysis of interviews reveals how they make sense of organisational dilemmas while crafting solutions for facing structural shortcomings of new institutions. We understand their extraordinary commitment as ‘philanthropic emotional work’, driven by genuine care for children and the nation's future. However, in this effort, they also experience labour suffering and work overload, which may compromise their well-being and the long-term accomplishment of this reform's goals. These observations highlight the need for a reflexive improvement of this reform, recognising emotional work as a valuable resource but unsustainable without appropriate institutional support.
{"title":"Philanthropic emotional work: Papering over the cracks of unprecedented public education reform","authors":"Matías Sanfuentes, Matias Garreton, J. P. Valenzuela, R. Díaz, Claudio Montoya","doi":"10.1177/17411432211054625","DOIUrl":"https://doi.org/10.1177/17411432211054625","url":null,"abstract":"Chile is undertaking an ambitious public education reform, re-centralising the administration of municipal schools in larger territories. This reform is unprecedented, both for the size of the new intermediate-level services ( Servicios Locales de Educación Pública) and the escalation of their bureaucratic complexity, facing widespread organisational problems that cause high stress and labour suffering. We argue that improving emotional working conditions is necessary to accomplish pedagogical goals, but this dimension has received little attention. This article presents a follow-up study focused on school principals and professionals’ emotional and occupational experiences that have worked in the initial two-and-half years of one of the first Servicios Locales de Educación Pública created in the country. The qualitative analysis of interviews reveals how they make sense of organisational dilemmas while crafting solutions for facing structural shortcomings of new institutions. We understand their extraordinary commitment as ‘philanthropic emotional work’, driven by genuine care for children and the nation's future. However, in this effort, they also experience labour suffering and work overload, which may compromise their well-being and the long-term accomplishment of this reform's goals. These observations highlight the need for a reflexive improvement of this reform, recognising emotional work as a valuable resource but unsustainable without appropriate institutional support.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"121 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80647924","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-08DOI: 10.1177/17411432211038010
B. Vassallo
Social, political and economic upheavals, coupled with natural disasters, are recurring, major causes of the displacement of people worldwide. Hosting nations are constantly seeking ways and means to meet the diverse needs of migrants, immigrants, refugees and asylum seekers, with schools incessantly being urged to play a major role in the inclusion of migrant students in all aspects of school life. The study highlights the strategies being employed by a Maltese school leader in his quest to fulfil his noble mission of effectively including all students, irrespective of background of origin. The study also seeks to develop and expand the role of the school leader towards meeting the needs of migrant students and their families within the school set-up and beyond. It also seeks to engage readers in a critical and constructive discussion surrounding the effective inclusion of migrant students in schools and society. It transpired that the school leader‘s work can be summarised under four categories: 1) reconceptualising the meaning of diversity 2) promoting an inclusive school culture, 3) strengthening of language support and 4) the extension of school relationships beyond school boundaries.
{"title":"The role of the school leader in the inclusion of migrant families and students","authors":"B. Vassallo","doi":"10.1177/17411432211038010","DOIUrl":"https://doi.org/10.1177/17411432211038010","url":null,"abstract":"Social, political and economic upheavals, coupled with natural disasters, are recurring, major causes of the displacement of people worldwide. Hosting nations are constantly seeking ways and means to meet the diverse needs of migrants, immigrants, refugees and asylum seekers, with schools incessantly being urged to play a major role in the inclusion of migrant students in all aspects of school life. The study highlights the strategies being employed by a Maltese school leader in his quest to fulfil his noble mission of effectively including all students, irrespective of background of origin. The study also seeks to develop and expand the role of the school leader towards meeting the needs of migrant students and their families within the school set-up and beyond. It also seeks to engage readers in a critical and constructive discussion surrounding the effective inclusion of migrant students in schools and society. It transpired that the school leader‘s work can be summarised under four categories: 1) reconceptualising the meaning of diversity 2) promoting an inclusive school culture, 3) strengthening of language support and 4) the extension of school relationships beyond school boundaries.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"06 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86129740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-03DOI: 10.1177/17411432211051882
Sylva Frisk, B. Apelgren, Mette Sandoff
As excellence in teaching and learning, in combination with a focus on student performance rates, are guiding the demands placed on higher education institutions, modern universities are attributing strategic importance to leadership of teaching and learning. Previous studies on educational leadership have, nevertheless, identified significant challenges to such leadership due to lack of clear role descriptions, lack of recognition, and lack of access to professional development and support. Using empirical data from a Swedish comprehensive university, we explore the experiences of an appointed leadership role for teaching and learning, that is, the Education Leader, at the department level. Our findings show that a university-wide policy establishing the role and a support structure around it has resulted in a clearly visible and valued role across the university. Furthermore, Education Leaders experience being positioned at the heart of the department’s educational activities, performing hub-like work in relation to those they lead. However, some challenges related to the complexity of the department contexts are also identified.
{"title":"Leadership for teaching and learning: Exploring a department-level educational leadership role at a Swedish comprehensive university","authors":"Sylva Frisk, B. Apelgren, Mette Sandoff","doi":"10.1177/17411432211051882","DOIUrl":"https://doi.org/10.1177/17411432211051882","url":null,"abstract":"As excellence in teaching and learning, in combination with a focus on student performance rates, are guiding the demands placed on higher education institutions, modern universities are attributing strategic importance to leadership of teaching and learning. Previous studies on educational leadership have, nevertheless, identified significant challenges to such leadership due to lack of clear role descriptions, lack of recognition, and lack of access to professional development and support. Using empirical data from a Swedish comprehensive university, we explore the experiences of an appointed leadership role for teaching and learning, that is, the Education Leader, at the department level. Our findings show that a university-wide policy establishing the role and a support structure around it has resulted in a clearly visible and valued role across the university. Furthermore, Education Leaders experience being positioned at the heart of the department’s educational activities, performing hub-like work in relation to those they lead. However, some challenges related to the complexity of the department contexts are also identified.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"85 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83895662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-02DOI: 10.1177/17411432211053691
D. James, S. Garner, Gary Husband
College governing boards are widely held to be the keystone of institutional strategy and the prime locus of support, challenge and accountability in respect of the actions of the senior Executive. Whilst there are many normative prescriptions about the conditions and arrangements required for effective college governance, relatively little is known about how and to what extent the practices of boards reflect or realise these prescriptions. This paper draws upon a unique research study of eight further education colleges across the four nations of the UK. Following Chia and MacKay and Hendry et al., our ‘strategy as practice’ approach gives primacy to emergence and immanence through board practices. Video and observational data, supplemented by some interview and documentary data are used to develop an understanding of governing practices. Our analysis suggests that current normative prescriptions lack the conceptual sophistication required to support governing as it really happens. We offer a reconceptualisation of both strategy and accountability suggesting that the latter includes lateral, inward- and outward-facing functions that make conflicting demands on governors. We argue that these distinctions are vital in enabling further positive development of governing in the college sector.
{"title":"Understanding practices of UK college governing: Rethinking strategy and accountability","authors":"D. James, S. Garner, Gary Husband","doi":"10.1177/17411432211053691","DOIUrl":"https://doi.org/10.1177/17411432211053691","url":null,"abstract":"College governing boards are widely held to be the keystone of institutional strategy and the prime locus of support, challenge and accountability in respect of the actions of the senior Executive. Whilst there are many normative prescriptions about the conditions and arrangements required for effective college governance, relatively little is known about how and to what extent the practices of boards reflect or realise these prescriptions. This paper draws upon a unique research study of eight further education colleges across the four nations of the UK. Following Chia and MacKay and Hendry et al., our ‘strategy as practice’ approach gives primacy to emergence and immanence through board practices. Video and observational data, supplemented by some interview and documentary data are used to develop an understanding of governing practices. Our analysis suggests that current normative prescriptions lack the conceptual sophistication required to support governing as it really happens. We offer a reconceptualisation of both strategy and accountability suggesting that the latter includes lateral, inward- and outward-facing functions that make conflicting demands on governors. We argue that these distinctions are vital in enabling further positive development of governing in the college sector.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"4 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90066944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.1177/17411432211050965
T. Bush
Teaching is a feminised profession in most parts of the world, but the proportion of principals is almost always lower than that of classroom practitioners. There is extensive research on this issue with explanations for the disparity including cultural factors as well as bias and discrimination in some contexts. I remember a Chinese male principal explaining that the lack of women in leadership positions at his school was because they were good at nurturing children but could not see ‘the big picture’ (Coleman et al., 1998). Such attitudes are less common in the 21 century but the problem of under-representation of women principals remains in many settings, meaning that potential leadership talent is not being utlised. This issue is explored by Miryam Martinez Martinez, Manuel Molina-Lopez and Ruth Mateos de Cabo. They discuss a two-dimensional market, with the ‘supply’ of women leaders being reduced by low self-efficacy, and the ‘double standards’ evident on the ‘demand’ side, with ‘higher bars set for the evaluation of women’. They note that, within the OECD, 68% of teachers are women while this is true for only 45% of principals. The authors draw on the World Management Survey (WMS) to analyse data from eight countries, UK, USA, Sweden, Canada, Germany, Italy, Brazil and India, to investigate their management practices. They conclude that programmes to reduce the ‘double standard’ in the evaluation of women should be implemented to make better use of the available talent pool. Mohammed Alsharija and James Watters examine the role of principals as change agents in Kuwait. They interviewed 16 principals to ask how they perceive their role as change agents and the support they need to facilitate their role in leading change. The findings lead to four demands by the principals, including the need to be involved in planning projects, and not just implementing them, and a wish for greater autonomy and empowerment in enacting their roles. These data support previous research in centralised contexts (e.g. Bush et al., 2021) that top-down policy initiatives are unlikely to succeed without school-level ownership and ‘buy-in’. Hilde Forgang investigates the relationships between municipalities and school principals in rural parts of Norway. She notes that the municipalities function as school districts in Norway, adding that many of them are quite small. She surveyed 13 school principals and interviewed three district superintendents. She concludes that district leaders should prioritise building systemic competence and encourage cross-boundary collaboration to build professional networks. Resource allocation is an important activity for principals, especially in contexts with a significant degree of school-level autonomy. Sherry Ganon-Shilon, Emanuel Tamir and Chen Schechter assess this issue in the context of Israeli high schools. They interviewed 22 principals engaged in implementing the ‘Courage to Change’ national reform, and interpreted the data t
在世界大部分地区，教学是一个女性化的职业，但校长的比例几乎总是低于课堂实践者的比例。在这个问题上有广泛的研究，解释差异包括文化因素以及偏见和歧视在某些情况下。我记得一位中国男校长解释说，他的学校缺乏女性领导职位是因为她们善于培养孩子，但无法看到“大局”(Coleman et al.， 1998)。这种态度在21世纪已经不那么常见了，但女性校长人数不足的问题在许多环境中仍然存在，这意味着潜在的领导才能没有得到利用。这个问题由Miryam Martinez Martinez、Manuel Molina-Lopez和Ruth Mateos de Cabo探讨。他们讨论了一个二维市场，女性领导者的“供给”因自我效能低下而减少，而“需求”方面明显存在“双重标准”，“对女性的评价设定了更高的标准”。他们指出，在经合组织内部，68%的教师是女性，而只有45%的校长是女性。作者利用世界管理调查(WMS)分析了来自英国、美国、瑞典、加拿大、德国、意大利、巴西和印度八个国家的数据，调查了它们的管理实践。他们的结论是，应该实施减少评价妇女的“双重标准”的项目，以便更好地利用现有的人才库。Mohammed Alsharija和James Watters研究了科威特校长作为变革推动者的作用。他们采访了16位校长，询问他们如何看待自己作为变革推动者的角色，以及他们在领导变革中发挥作用所需的支持。调查结果导致校长提出了四项要求，包括需要参与项目规划，而不仅仅是实施项目，以及希望在制定角色时获得更大的自主权和授权。这些数据支持了先前在集中化背景下的研究(例如Bush等人，2021年)，即如果没有学校层面的所有权和“买入”，自上而下的政策举措不太可能成功。Hilde Forgang调查了挪威农村地区市政当局和学校校长之间的关系。她指出，挪威的市政当局就像学区一样发挥作用，并补充说，其中许多都很小。她调查了13位校长，采访了3位学区负责人。她的结论是，地区领导人应优先建立系统的能力，并鼓励跨界合作，以建立专业网络。资源分配是校长的一项重要活动，特别是在学校高度自治的情况下。Sherry Ganon-Shilon, Emanuel Tamir和Chen Schechter在以色列高中的背景下评估了这个问题。他们采访了22位参与实施“勇于改变”国家改革的校长，并通过一个意义框架来解释数据。他们得出结论，校长将注意力集中在促进学生学习、深化师生关系和采用新的教学方法上。编辑
{"title":"Gender and school leadership: Are women still under-represented as school principals?","authors":"T. Bush","doi":"10.1177/17411432211050965","DOIUrl":"https://doi.org/10.1177/17411432211050965","url":null,"abstract":"Teaching is a feminised profession in most parts of the world, but the proportion of principals is almost always lower than that of classroom practitioners. There is extensive research on this issue with explanations for the disparity including cultural factors as well as bias and discrimination in some contexts. I remember a Chinese male principal explaining that the lack of women in leadership positions at his school was because they were good at nurturing children but could not see ‘the big picture’ (Coleman et al., 1998). Such attitudes are less common in the 21 century but the problem of under-representation of women principals remains in many settings, meaning that potential leadership talent is not being utlised. This issue is explored by Miryam Martinez Martinez, Manuel Molina-Lopez and Ruth Mateos de Cabo. They discuss a two-dimensional market, with the ‘supply’ of women leaders being reduced by low self-efficacy, and the ‘double standards’ evident on the ‘demand’ side, with ‘higher bars set for the evaluation of women’. They note that, within the OECD, 68% of teachers are women while this is true for only 45% of principals. The authors draw on the World Management Survey (WMS) to analyse data from eight countries, UK, USA, Sweden, Canada, Germany, Italy, Brazil and India, to investigate their management practices. They conclude that programmes to reduce the ‘double standard’ in the evaluation of women should be implemented to make better use of the available talent pool. Mohammed Alsharija and James Watters examine the role of principals as change agents in Kuwait. They interviewed 16 principals to ask how they perceive their role as change agents and the support they need to facilitate their role in leading change. The findings lead to four demands by the principals, including the need to be involved in planning projects, and not just implementing them, and a wish for greater autonomy and empowerment in enacting their roles. These data support previous research in centralised contexts (e.g. Bush et al., 2021) that top-down policy initiatives are unlikely to succeed without school-level ownership and ‘buy-in’. Hilde Forgang investigates the relationships between municipalities and school principals in rural parts of Norway. She notes that the municipalities function as school districts in Norway, adding that many of them are quite small. She surveyed 13 school principals and interviewed three district superintendents. She concludes that district leaders should prioritise building systemic competence and encourage cross-boundary collaboration to build professional networks. Resource allocation is an important activity for principals, especially in contexts with a significant degree of school-level autonomy. Sherry Ganon-Shilon, Emanuel Tamir and Chen Schechter assess this issue in the context of Israeli high schools. They interviewed 22 principals engaged in implementing the ‘Courage to Change’ national reform, and interpreted the data t","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"4 1","pages":"861 - 862"},"PeriodicalIF":3.6,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85398227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-30DOI: 10.1177/17411432211051915
M. Derrington, Toni Jackson, John W. Campbell
This study explored principals’ reactions to findings from a survey regarding their teachers’ evaluation beliefs. As participants in a longitudinal study, these principals were invited to focus group meetings to discuss the teacher survey data, which were sent to them for review prior to the meetings. They were asked to consider data that were puzzling, surprising, inconsistent, or consistent with their perceptions of conducting teacher evaluation. The focus group data were analyzed using the Johari Window, consisting of four domains of awareness. Based on the Johari Window analysis, principals shared teachers’ awareness of a checklist approach to observations but maintained different beliefs about a checklist's intentions and efficiencies. Principals were unaware of or disagreed with the following teacher beliefs: (a) principal feedback is marginally effective for teachers’ instructional improvement, (b) the evaluation ratings are applied unfairly, and (c) too much of principals’ time is allotted to the evaluation process. This study illustrates that principals and teachers have contradictory beliefs regarding the practice and value of teacher evaluation. The researchers suggest that principals should consider applying the Johari Window construct to reveal and explore teacher perceptions that could hinder an effective supervision and evaluation process.
{"title":"Do principals really know what their teachers believe about evaluation? Exploring principals' reactions to teachers’ beliefs in the United States","authors":"M. Derrington, Toni Jackson, John W. Campbell","doi":"10.1177/17411432211051915","DOIUrl":"https://doi.org/10.1177/17411432211051915","url":null,"abstract":"This study explored principals’ reactions to findings from a survey regarding their teachers’ evaluation beliefs. As participants in a longitudinal study, these principals were invited to focus group meetings to discuss the teacher survey data, which were sent to them for review prior to the meetings. They were asked to consider data that were puzzling, surprising, inconsistent, or consistent with their perceptions of conducting teacher evaluation. The focus group data were analyzed using the Johari Window, consisting of four domains of awareness. Based on the Johari Window analysis, principals shared teachers’ awareness of a checklist approach to observations but maintained different beliefs about a checklist's intentions and efficiencies. Principals were unaware of or disagreed with the following teacher beliefs: (a) principal feedback is marginally effective for teachers’ instructional improvement, (b) the evaluation ratings are applied unfairly, and (c) too much of principals’ time is allotted to the evaluation process. This study illustrates that principals and teachers have contradictory beliefs regarding the practice and value of teacher evaluation. The researchers suggest that principals should consider applying the Johari Window construct to reveal and explore teacher perceptions that could hinder an effective supervision and evaluation process.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"25 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79124431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-29DOI: 10.1177/17411432211055329
Yan Zeng, Leslie NK Lo
This paper explores how teacher leaders enact leadership practice across a regional learning network, Master Teacher Studios, an officially initiated teacher learning program in Shanghai. It investigates the leadership strategies that are employed for cross-boundary endeavors in the network. The concepts of boundary and boundary crossing, as expounded by Wenger and others, are used to guide an examination of the process of teacher leadership enactment across a network, which is elucidated as interpreting the boundaries, selecting/designing boundary objects, and participating in communities of practice. The paper fosters an understanding of teacher leadership practice as boundary work in a network context, and delineates a process of teacher leadership enactment, as well as the importance of teacher leader identity in the process.
{"title":"Leading as boundary crossing: How teacher leaders lead across a professional learning network in Shanghai China","authors":"Yan Zeng, Leslie NK Lo","doi":"10.1177/17411432211055329","DOIUrl":"https://doi.org/10.1177/17411432211055329","url":null,"abstract":"This paper explores how teacher leaders enact leadership practice across a regional learning network, Master Teacher Studios, an officially initiated teacher learning program in Shanghai. It investigates the leadership strategies that are employed for cross-boundary endeavors in the network. The concepts of boundary and boundary crossing, as expounded by Wenger and others, are used to guide an examination of the process of teacher leadership enactment across a network, which is elucidated as interpreting the boundaries, selecting/designing boundary objects, and participating in communities of practice. The paper fosters an understanding of teacher leadership practice as boundary work in a network context, and delineates a process of teacher leadership enactment, as well as the importance of teacher leader identity in the process.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"78 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82888221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-27DOI: 10.1177/17411432211042880
A. Coleman
While extensive understanding of headship has emerged over the last half-century, the notion of executive headship remains under-explored. This article summarizes a systematic review of evidence relating to executive headship published since 2001. This review found the overwhelming majority of peer-reviewed articles into executive headship are small-scale or largely theoretical in nature. Meanwhile, the few larger-scale studies completed have generally been published directly by their commissioning body. Consequently, much is known about the policy and philosophical drivers behind the emergence of this role in English schools, but markedly less on its operationalization in practice. Furthermore, while few attempts have been made to assess the prevalence of this role, there is nevertheless some evidence (albeit limited) that executive headship can positively impact on organizational effectiveness and pupil outcomes. This article recommends that further research be undertaken into understanding how the role is performed in practice, its strengths and limitations, implications for governance, the characteristics it demands of leaders in practice and the support they require. Furthermore, parallels between this and similar roles in other countries (such as superintendents in the US) should also be examined to identify further lessons on how executive headship can best be utilized both strategically and operationally.
{"title":"A systematic review of research into executive headship, 2001–2021","authors":"A. Coleman","doi":"10.1177/17411432211042880","DOIUrl":"https://doi.org/10.1177/17411432211042880","url":null,"abstract":"While extensive understanding of headship has emerged over the last half-century, the notion of executive headship remains under-explored. This article summarizes a systematic review of evidence relating to executive headship published since 2001. This review found the overwhelming majority of peer-reviewed articles into executive headship are small-scale or largely theoretical in nature. Meanwhile, the few larger-scale studies completed have generally been published directly by their commissioning body. Consequently, much is known about the policy and philosophical drivers behind the emergence of this role in English schools, but markedly less on its operationalization in practice. Furthermore, while few attempts have been made to assess the prevalence of this role, there is nevertheless some evidence (albeit limited) that executive headship can positively impact on organizational effectiveness and pupil outcomes. This article recommends that further research be undertaken into understanding how the role is performed in practice, its strengths and limitations, implications for governance, the characteristics it demands of leaders in practice and the support they require. Furthermore, parallels between this and similar roles in other countries (such as superintendents in the US) should also be examined to identify further lessons on how executive headship can best be utilized both strategically and operationally.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"6 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84354595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-27DOI: 10.1177/17411432211043876
N. Kolleck
In recent years, partnerships between schools and non-system actors, that is, cross-sector alliances, have become increasingly important in education systems around the world, raising concerns and doubts regarding the influence of non-school actors in educational management and leadership. In these debates, trust is regarded as a key element for the success of cross-sector alliances. Although both trust and cross-sector alliances have been increasingly studied in education research in recent years, an investigation of the role of trust in such relationships is still missing. This article analyzes relational trust in cross-sector alliances in education in order to contribute to further theory building. To this end, it implements a qualitative design based on semi-standardized interviews with 21 individuals responsible for managing an illustrative cross-sector alliance. Interviews are analyzed with the help of an approach based on Grounded Theory. The analyses result in a five-dimensional theory of trust in cross-sector alliances, comprising (1) individual attitude, (2) time, (3) professional affiliation, (4) power, and (5) multiplexity. The theoretical approach developed in this article has practical implications for networked leadership and school principals’ work and training as it provides information regarding the skills and knowledge needed for managing cross-sector alliances.
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