Pub Date : 2023-11-05DOI: 10.1177/17411432231211431
Lei Mee Thien, Sock Beei Yeap
Comprehensive investigation of configuring effects of the learning-centred leadership that could sufficiently explain teacher outcomes has not been adequately addressed in the literature. Drawing on complexity theory, this study aims to investigate how the four dimensions of learning-centred leadership combine to lead to increased teacher professional learning and teacher self-efficacy using a combination of symmetric and asymmetric approaches. Data were collected from 453 secondary school teachers in Penang, Malaysia. The partial least squares structural equation modelling revealed the leadership support dimension has a significant positive effect on teacher professional learning. The modelling dimension has a significant positive effect on teacher professional learning and teacher self-efficacy. Fuzzy set-qualitative comparative analysis informed four configuring effects of learning-centred leadership dimensions on teacher professional learning, including a combination of high level of managing the learning programme and low level of building a learning vision leads to generate a high level of teacher professional learning. Likewise, there are four configuring effects of learning-centred leadership dimensions on teacher self-efficacy. This study contributes to the literature by advancing the theoretical foundation of how the learning-centred leadership dimensions combine to better explain high level of teacher professional learning and teacher self-efficacy.
{"title":"Configuring effects of learning-centred leadership in promoting teacher professional learning and teacher self-efficacy","authors":"Lei Mee Thien, Sock Beei Yeap","doi":"10.1177/17411432231211431","DOIUrl":"https://doi.org/10.1177/17411432231211431","url":null,"abstract":"Comprehensive investigation of configuring effects of the learning-centred leadership that could sufficiently explain teacher outcomes has not been adequately addressed in the literature. Drawing on complexity theory, this study aims to investigate how the four dimensions of learning-centred leadership combine to lead to increased teacher professional learning and teacher self-efficacy using a combination of symmetric and asymmetric approaches. Data were collected from 453 secondary school teachers in Penang, Malaysia. The partial least squares structural equation modelling revealed the leadership support dimension has a significant positive effect on teacher professional learning. The modelling dimension has a significant positive effect on teacher professional learning and teacher self-efficacy. Fuzzy set-qualitative comparative analysis informed four configuring effects of learning-centred leadership dimensions on teacher professional learning, including a combination of high level of managing the learning programme and low level of building a learning vision leads to generate a high level of teacher professional learning. Likewise, there are four configuring effects of learning-centred leadership dimensions on teacher self-efficacy. This study contributes to the literature by advancing the theoretical foundation of how the learning-centred leadership dimensions combine to better explain high level of teacher professional learning and teacher self-efficacy.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725973","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 : 2023-11-03DOI: 10.1177/17411432231210379
Roy Kabesa, Izhak Berkovich
This qualitative study explored the gendered constructions of good management by men school leaders. The research participants were 30 men school leaders in Israel, selected through purposive sampling. The study aimed to identify the dominant discourses of masculinity and how they shaped ideal school leadership practices. The authors conducted semi-structured interviews with the participants and used thematic analysis to explore the data. The findings suggest that the participants constructed good management using two prototypes of masculinity: hegemonic and caring. Hegemonic masculinity was associated with traditional managerial styles, such as being focused on the task and achieving excellence, using charismatic-visionary behaviours and a focus on resources and organizational structure. By contrast, caring masculinity involves more empowering behaviour styles, concern for others, and the distribution of power. To be regarded as good managers, some participants adopted an androgynous management style, indicating the ongoing struggles associated with the gender experiences of current men leaders.
{"title":"Gendered constructions of good management by men school leaders: Between hegemonic and caring masculinity","authors":"Roy Kabesa, Izhak Berkovich","doi":"10.1177/17411432231210379","DOIUrl":"https://doi.org/10.1177/17411432231210379","url":null,"abstract":"This qualitative study explored the gendered constructions of good management by men school leaders. The research participants were 30 men school leaders in Israel, selected through purposive sampling. The study aimed to identify the dominant discourses of masculinity and how they shaped ideal school leadership practices. The authors conducted semi-structured interviews with the participants and used thematic analysis to explore the data. The findings suggest that the participants constructed good management using two prototypes of masculinity: hegemonic and caring. Hegemonic masculinity was associated with traditional managerial styles, such as being focused on the task and achieving excellence, using charismatic-visionary behaviours and a focus on resources and organizational structure. By contrast, caring masculinity involves more empowering behaviour styles, concern for others, and the distribution of power. To be regarded as good managers, some participants adopted an androgynous management style, indicating the ongoing struggles associated with the gender experiences of current men leaders.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135821680","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 : 2023-11-01DOI: 10.1177/17411432231201718
Tony Bush
{"title":"System leadership in England: Changing the landscape, for better or worse?","authors":"Tony Bush","doi":"10.1177/17411432231201718","DOIUrl":"https://doi.org/10.1177/17411432231201718","url":null,"abstract":"","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135270840","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 : 2023-10-23DOI: 10.1177/17411432231208789
Susanne Sahlin, Monica Sjöstrand, Maria Styf, Sandra Lund
This study presents findings from a qualitative case study where principals ( n = 193), studying a national principal training programme, participated in a study exploring novice principals’ perceptions of how their leadership was impacted during the recent Covid-19 pandemic. A model classification of stressful situations related to coping strategies was used as the theoretical framework for the study and used in the content analysis with a deductive approach. In small groups, the principals used a specific conversation model and discussed their experiences of how their leadership had been affected during the pandemic. The findings showed that principals identified a lack of clarity and situations linked to the adaption to new rules required over time when staff and student absenteeism were consistent challenges. The majority of situations that the principals described can be linked to unclear but affectable situations, where they had to make uncomfortable decisions but also provide security and solutions. Principals mainly used problem-oriented stress management strategies by searching for information, analysing and finding new solutions.
{"title":"Novice principals coping strategies during the Covid-19 pandemic in Sweden","authors":"Susanne Sahlin, Monica Sjöstrand, Maria Styf, Sandra Lund","doi":"10.1177/17411432231208789","DOIUrl":"https://doi.org/10.1177/17411432231208789","url":null,"abstract":"This study presents findings from a qualitative case study where principals ( n = 193), studying a national principal training programme, participated in a study exploring novice principals’ perceptions of how their leadership was impacted during the recent Covid-19 pandemic. A model classification of stressful situations related to coping strategies was used as the theoretical framework for the study and used in the content analysis with a deductive approach. In small groups, the principals used a specific conversation model and discussed their experiences of how their leadership had been affected during the pandemic. The findings showed that principals identified a lack of clarity and situations linked to the adaption to new rules required over time when staff and student absenteeism were consistent challenges. The majority of situations that the principals described can be linked to unclear but affectable situations, where they had to make uncomfortable decisions but also provide security and solutions. Principals mainly used problem-oriented stress management strategies by searching for information, analysing and finding new solutions.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412921","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 : 2023-10-16DOI: 10.1177/17411432231206247
Xiangyun Du, Aida Guerra, Juebei Chen, Euan Lindsay, Bente Nørdgaard
This article reports a mixed-methods study examining 29 academic middle leaders’ viewpoints on supporting educational change in higher educational institutions in Poland. Following a three-dimensional conceptual framework emphasizing support at the individual, collegial, and environmental levels, Q methodology was adopted to collect and analyze data qualitatively and quantitatively. Four significantly different viewpoints were identified, respectively prioritizing (1) creating an institutional culture, (2) connecting people to form a support system, (3) supporting educators’ change readiness, and (4) supporting trust building. The follow-up focus groups, in addition to verifying the Q outcomes, identified a shared conceptualization of middle leaders as complex dynamic adaptive systems, despite their general lack of professional training for their positions. The identified consensus emphasized their shared concerns about a lack of institutional support, which echoes the prevailing research findings on university educators. The results also reveal a particular need for attention to pedagogical advancement, which has been historically neglected due to socioeconomic constraints. This study suggests broadening the scope of change, including higher education institutions’ policymaking, practice, and research, to provide systemic and systematic support to actors.
{"title":"Supporting change in Polish higher education: Academic middle leaders’ perspectives","authors":"Xiangyun Du, Aida Guerra, Juebei Chen, Euan Lindsay, Bente Nørdgaard","doi":"10.1177/17411432231206247","DOIUrl":"https://doi.org/10.1177/17411432231206247","url":null,"abstract":"This article reports a mixed-methods study examining 29 academic middle leaders’ viewpoints on supporting educational change in higher educational institutions in Poland. Following a three-dimensional conceptual framework emphasizing support at the individual, collegial, and environmental levels, Q methodology was adopted to collect and analyze data qualitatively and quantitatively. Four significantly different viewpoints were identified, respectively prioritizing (1) creating an institutional culture, (2) connecting people to form a support system, (3) supporting educators’ change readiness, and (4) supporting trust building. The follow-up focus groups, in addition to verifying the Q outcomes, identified a shared conceptualization of middle leaders as complex dynamic adaptive systems, despite their general lack of professional training for their positions. The identified consensus emphasized their shared concerns about a lack of institutional support, which echoes the prevailing research findings on university educators. The results also reveal a particular need for attention to pedagogical advancement, which has been historically neglected due to socioeconomic constraints. This study suggests broadening the scope of change, including higher education institutions’ policymaking, practice, and research, to provide systemic and systematic support to actors.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136078639","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 : 2023-10-10DOI: 10.1177/17411432231206623
Wenyan Jiang, Wenlan Wang, Hongbiao Yin
The interpersonal emotion regulation of principals has rarely been examined as an independent issue, although it has been widely recognized that educational leadership is an emotional endeavour situated in an interpersonal context. This study aimed to understand how kindergarten principals engage in interpersonal emotion regulation by examining their strategy use. A case study approach was used to collected data, and a thematic coding analysis was conducted to generalize the specific strategies adopted by 12 kindergarten principals from Hong Kong. The findings showed that the principals mainly used four types of strategies to regulate the emotions of self and others, namely, intrinsic emotion-improving, extrinsic emotion-improving, extrinsic emotion-worsening, and extrinsic emotion-suspending. Comparatively, emotion-improving strategies for both intrinsic and extrinsic regulation are the preferred choices of these kindergarten principals. This study identified a new category of interpersonal emotion regulation strategies for kindergarten principals, namely, extrinsic emotion-suspending which has rarely been examined in the literature. With these findings, this study offers fresh insights into kindergarten principals’ emotion regulation and leadership practices and extends the understanding of the role of emotions in educational leadership.
{"title":"‘Being happy means doing it together’: Exploring the interpersonal emotion regulation of kindergarten principals","authors":"Wenyan Jiang, Wenlan Wang, Hongbiao Yin","doi":"10.1177/17411432231206623","DOIUrl":"https://doi.org/10.1177/17411432231206623","url":null,"abstract":"The interpersonal emotion regulation of principals has rarely been examined as an independent issue, although it has been widely recognized that educational leadership is an emotional endeavour situated in an interpersonal context. This study aimed to understand how kindergarten principals engage in interpersonal emotion regulation by examining their strategy use. A case study approach was used to collected data, and a thematic coding analysis was conducted to generalize the specific strategies adopted by 12 kindergarten principals from Hong Kong. The findings showed that the principals mainly used four types of strategies to regulate the emotions of self and others, namely, intrinsic emotion-improving, extrinsic emotion-improving, extrinsic emotion-worsening, and extrinsic emotion-suspending. Comparatively, emotion-improving strategies for both intrinsic and extrinsic regulation are the preferred choices of these kindergarten principals. This study identified a new category of interpersonal emotion regulation strategies for kindergarten principals, namely, extrinsic emotion-suspending which has rarely been examined in the literature. With these findings, this study offers fresh insights into kindergarten principals’ emotion regulation and leadership practices and extends the understanding of the role of emotions in educational leadership.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136358077","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 : 2023-10-08DOI: 10.1177/17411432231206617
John O’Sullivan, Gerry Mac Ruairc
There is increasing evidence of the influence of neoliberal and New Public Management (NPM) agendas in education systems around the world. Research shows the associated restricted drive for efficiency and effectiveness has induced negative effects on students, teachers and school leaders. Distributed leadership features prominently in policy frameworks in such countries. Despite this, research shows it manifests in limited forms of delegation. Taking Ireland as an example, this study extends this via interrogation of discourses of educational leadership advanced by the Department of Education there. This allows for an understanding of not just what is occurring but illuminates why, thereby opening up opportunities for alternative practices. Specifically, having explicated the contested term ‘distributed leadership’, this research reports on a thematic and discourse analysis of the Department's Whole School Evaluation (WSE) reports on a sample of 12 post-primary schools. Key findings reveal the Department's espoused ‘enhanced’ model of ‘distributed leadership’ belies its advancement of delegated leadership and ‘discursive twists’ that enable ‘unleaderful’ activities of teachers and routine educational experiences of students to masquerade as leadership. Leadership implications for the Department that would enable, rather than constrain, enhanced educational leadership practice in schools are highlighted.
{"title":"The promotion of distributed leadership in education at national level: Discursive change to maintain the old order – Lessons from Ireland","authors":"John O’Sullivan, Gerry Mac Ruairc","doi":"10.1177/17411432231206617","DOIUrl":"https://doi.org/10.1177/17411432231206617","url":null,"abstract":"There is increasing evidence of the influence of neoliberal and New Public Management (NPM) agendas in education systems around the world. Research shows the associated restricted drive for efficiency and effectiveness has induced negative effects on students, teachers and school leaders. Distributed leadership features prominently in policy frameworks in such countries. Despite this, research shows it manifests in limited forms of delegation. Taking Ireland as an example, this study extends this via interrogation of discourses of educational leadership advanced by the Department of Education there. This allows for an understanding of not just what is occurring but illuminates why, thereby opening up opportunities for alternative practices. Specifically, having explicated the contested term ‘distributed leadership’, this research reports on a thematic and discourse analysis of the Department's Whole School Evaluation (WSE) reports on a sample of 12 post-primary schools. Key findings reveal the Department's espoused ‘enhanced’ model of ‘distributed leadership’ belies its advancement of delegated leadership and ‘discursive twists’ that enable ‘unleaderful’ activities of teachers and routine educational experiences of students to masquerade as leadership. Leadership implications for the Department that would enable, rather than constrain, enhanced educational leadership practice in schools are highlighted.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135197744","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 : 2023-09-16DOI: 10.1177/17411432231201488
Jannah Abigail D Gramaje, Jerome T Buenviaje
The exceeding importance of academic optimism and the promising potential of middle leadership demand research attention in contribution to student success and school improvement. This paper presents a critical analysis of the roles and contributions of middle leaders through the lens of the academic optimism model. This study used mixed methods with a nonexperimental, exploratory-sequential approach (case-selection variant), identifying best-case participants and featuring qualitative findings through semi-structured interviews with six public-school department heads. These participants represent two high, two average, and two low-optimistic departments. Findings revealed that middle leaders perform four key roles in reinforcing academic optimism: professional mentors, team builders, learning facilitators, and performance navigators.
{"title":"The roles of middle leaders in reinforcing academic optimism","authors":"Jannah Abigail D Gramaje, Jerome T Buenviaje","doi":"10.1177/17411432231201488","DOIUrl":"https://doi.org/10.1177/17411432231201488","url":null,"abstract":"The exceeding importance of academic optimism and the promising potential of middle leadership demand research attention in contribution to student success and school improvement. This paper presents a critical analysis of the roles and contributions of middle leaders through the lens of the academic optimism model. This study used mixed methods with a nonexperimental, exploratory-sequential approach (case-selection variant), identifying best-case participants and featuring qualitative findings through semi-structured interviews with six public-school department heads. These participants represent two high, two average, and two low-optimistic departments. Findings revealed that middle leaders perform four key roles in reinforcing academic optimism: professional mentors, team builders, learning facilitators, and performance navigators.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135308485","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 : 2023-09-01DOI: 10.1177/17411432231186129
Tony Bush
The COVID-19 pandemic had a profound impact on many aspects of life across the World. While health services were most seriously affected, and often overwhelmed, education also experienced signi fi cant challenges. Schools were closed for extended periods in most countries, disrupting children ’ s education and forcing teachers to develop new technical and pedagogic skills. The consequences were particularly serious for disadvantaged families and communities, and learning gaps widened due to uneven access to learning devices and social capital. The effects on school leaders were also serious, as noted in Fiona Longmuir ’ s article on the impact of the pandemic in Melbourne. She reports on her interviews with eight school leaders, conducted at the height of the crisis in 2020. She notes that these leaders engaged in a rapid process of sense-making and change implementation. She stresses the signi fi cance of their community engagement, notably to help stakeholders, including parents, to cope with the ambiguity arising from the pandemic. The author concludes that the eight leaders learned to navigate crisis and disruption through their responses to this signi fi cant unplanned change.
{"title":"School leadership during the pandemic: Managing a global crisis","authors":"Tony Bush","doi":"10.1177/17411432231186129","DOIUrl":"https://doi.org/10.1177/17411432231186129","url":null,"abstract":"The COVID-19 pandemic had a profound impact on many aspects of life across the World. While health services were most seriously affected, and often overwhelmed, education also experienced signi fi cant challenges. Schools were closed for extended periods in most countries, disrupting children ’ s education and forcing teachers to develop new technical and pedagogic skills. The consequences were particularly serious for disadvantaged families and communities, and learning gaps widened due to uneven access to learning devices and social capital. The effects on school leaders were also serious, as noted in Fiona Longmuir ’ s article on the impact of the pandemic in Melbourne. She reports on her interviews with eight school leaders, conducted at the height of the crisis in 2020. She notes that these leaders engaged in a rapid process of sense-making and change implementation. She stresses the signi fi cance of their community engagement, notably to help stakeholders, including parents, to cope with the ambiguity arising from the pandemic. The author concludes that the eight leaders learned to navigate crisis and disruption through their responses to this signi fi cant unplanned change.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135254706","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：