Educational Management Administration & Leadership最新文献

{"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":"112 1","pages":"0"},"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}

{"title":"Distributed leadership: A normative theory for policy and practice","authors":"T. Bush","doi":"10.1177/17411432231168115","DOIUrl":"https://doi.org/10.1177/17411432231168115","url":null,"abstract":"As I noted in my previous editorial, distributed leadership has become the most popular model, judging by the number of manuscripts submitted to this journal. The model is essentially normative, based around beliefs, held by some policymakers and practitioners, that it is an appropriate way to lead and manage schools. I have become aware of its traction in societies as different as Japan and Spain, as an outcome of recent visits to Tokyo and Madrid. Distribution has powerful emotional appeal, as it seems to promise scope for teacher participation in goal setting and decision making. However, in practice, it may be just a ‘cover’ for delegation, to reduce principals’ workloads. Two versions of distribution are evident in the literature, emergent and allocative (Bush and Ng, 2019) but theorising about this model requires some fresh thinking. Meng Ting and Graham Nutbrown contribute to this process through their article, retheorising distributed leadership through epistemic injustice. They define epistemic injustice as a form of discrimination. They identify five ‘prominent models’ of distributed leadership; leader-plus, practicecentred, socio-cultural, school improvement and knowledge-power. Listing these five models shows the wide range of expectations and theorising of distribution, allowing scholars, policymakers and practitioners to find support for almost any approach deploying this model. They note Lumby’s (2019) comment about ‘leadership mythology’ disguising abuse of power. They advocate three approaches to address this issue, building trust, redistributing epistemic resources, and reconfiguring relational injustice. Another popular model is instructional leadership, shown by Robinson et al. (2008) to have the most impact on student outcomes of any leadership model. John James Juma and his colleagues examine the impact of this model in Kenyan secondary schools. Although there are various approaches to instructional leadership, the authors choose to focus on its controlling function, defined as monitoring, evaluation and supervision of educational achievements. These control aspects often dominate empowerment dimensions, such as modelling and mentoring (Bush, 2013), but a balanced approach is required to maximise the impact of this model. The authors surveyed the principals and 4 teachers from 41 schools in Rangwe Sub County, a total of 205 participants. Their findings show the prevalence of controlling function of instructional leadership but they note that staff development also influenced student outcomes. Lei Mee Thien and her colleagues also examine instructional leadership, linked to teacher professional learning, in Malaysian schools. The government’s focus on professional learning arises in part from Malaysia’s disappointing performance in international comparative studies, including the Programme for International Student Assessment (PISA). The authors surveyed 400 teachers in Penang, based on convenience sampling. They found that p","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"24 1","pages":"771 - 773"},"PeriodicalIF":3.6,"publicationDate":"2023-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83216407","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}

{"title":"Interplay between leadership and school-level conditions: A review of literature on the Teaching and Learning International Survey (TALIS)","authors":"Joonkil Ahn, Yinying Wang, Yujin Lee","doi":"10.1177/17411432231177835","DOIUrl":"https://doi.org/10.1177/17411432231177835","url":null,"abstract":"We combined network analysis and meta-analysis to systematically review the literature on the Teaching and Learning International Survey, focusing on the interplay between leadership practices and school-level conditions. Our initial network analysis utilized 83 nodes (variables in the reviewed studies) and 214 ties (variable associations), whereas our subsequent meta-analysis employed 21 selected variable associations. Results suggested that leadership practices interplayed with school-level conditions through multiple, interconnected variable associations with a range of effect sizes. First, variables concerning teacher working conditions and teacher qualifications indicated relatively smaller effects than teacher self-efficacy. Second, the association between teacher self-efficacy and teacher collaboration indicated the strongest effect among other variable associations, followed by the relationship between collective teacher perceptions of distributed leadership and teacher job satisfaction. Third, variables regarding teacher perceptions of the principal's leadership effectiveness had larger effect sizes than the principal's self-assessment of their leadership practices. Results further suggested teacher self-efficacy and teacher collaboration as the two most prominent variables that would potentially play a bridging role between leadership practices and school-level conditions. We provide implications for educational leadership practices and research.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135792873","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}

{"title":"Instructional leadership scale for high school principals: Development and validation","authors":"Hsieh-Chih Lai, Hsin-Yi Lien","doi":"10.1177/17411432231177531","DOIUrl":"https://doi.org/10.1177/17411432231177531","url":null,"abstract":"Principal instructional leadership (PIL) refers to the management of school curriculum, instruction, and assessment by the principal of a school. It is essential to measure the extent of the instructional leadership provided by principals and to propose means of improving instructional leadership. The principal instructional leadership scale (PILS) has been put forward to achieve these goals. In the current study, we validated the PILS on a sample of Taiwanese teachers using a multilevel approach involving expert reviews and three studies. Following two stages in confirmation of content validity by 20 experts, the initial 30-item PILS with five core concepts was subjected to discrimination analysis, exploratory factor analysis, and internal consistency reliability analysis utilizing SPSS 13.0 for Windows and AMOS 22.0 ( n = 339). This resulted in the deletion of nine items. In the second study, the individual item reliability of the remaining 21 items was examined, and the composite reliability, convergent validity, and discriminant validity confirmed the selection of the optimal model ( n = 672). The results of the third study ( n = 1438) supported metric invariance, scalar invariance, and factor variance-covariance invariance and confirmed scalar measurement invariance across genders. Finally, cross-validation analysis verified that the scale was stable and well-constructed.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135791952","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}

{"title":"Distributed leadership and micropolitics","authors":"T. Bush","doi":"10.1177/17411432231156397","DOIUrl":"https://doi.org/10.1177/17411432231156397","url":null,"abstract":"The theories used to describe and explain educational leadership are subject to change as interests and priorities unfold. In the 21st century, distributed leadership has become increasingly fashionable as scholars, policy-makers and practitioners regard it as an appropriate way to lead and manage schools and other educational organisations. This model provides the potential for principals to share leadership, partly to reduce workloads and partly to empower and develop teachers. In the version of the model promulgated in the global north, distribution is seen as ‘emergent’, with principals nurturing a climate to encourage leadership initiatives that may arise anywhere in the organisation. A contrasting version, sometimes encouraged or mandated in centralised systems, is allocative distribution where tasks are given to teachers, notably senior and middle leaders, in a process often indistinguishable from delegation (Bush and Ng, 2019). Micropolitics, a model pioneered by Eric Hoyle (1982) in the 1980s, is based on the assumption that conflict is endemic in organisations, as participants seek to promote and defend their interests, both personal and professional. Interest groups arise, perhaps linked to subjects, and compete for supremacy within schools. Conflicts are usually resolved through the exercise of power and it is principals, of course, who usually have the most power in schools. This model has become much less prominent in the new millennium, perhaps because it is seen as unduly cynical in portraying staff in professional organisations as pursuing conflict rather than consensus. Mor Hodaya and Izhak Berkovich provide a rare contribution to distributed leadership theory by aligning it with micropolitics. They claim that distributed leadership largely adopts an apolitical outlook, with a limited focus on how it links with power. The authors adopted a multiple case-study design, with four Israeli secondary schools. Because they are generally larger and more complex than primary schools, they are ‘ideal sites’ for exploring distributed leadership. Their data indicate ‘imperfect’ distribution, noting that principals exerted control through ‘veto power’. They claim that the Organisation for Economic Co-operation and Development, for example, tends to promote distributed leadership. They conclude that policy makers wishing to promote distributed leadership should foster context-specific supportive conditions. Joan Andres Traver-Marti and her colleagues also focus on distributed leadership, in the context of Spanish inclusive schools. They define inclusive schools as those which are committed to ensuring that all students benefit from equal access to quality education. They also adopted a multiple case-study design, with four public infant and primary schools in four different regions of Spain. Through their participatory action research projects, they claim that the four management teams followed inclusive and democratic leadership practices, s","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"423 1","pages":"529 - 532"},"PeriodicalIF":3.6,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86845621","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}

{"title":"Crisis leadership: Principals’ metaphors during COVID-19","authors":"Rima’a Da’as, Mowafaq Qadach, Chen Schechter","doi":"10.1177/17411432231170580","DOIUrl":"https://doi.org/10.1177/17411432231170580","url":null,"abstract":"The roles of school principals changed during the Covid-19 pandemic, alongside all changes in the school system and society. Exploring the metaphors they used, the current qualitative research is an exploration of 42 Israeli Arab and Jewish middle-school principals’ interpretations of their leadership role in the time of crisis. Analysis of semistructured interviews yielded three themes: the organizational role, the professional role, and the emotional role. The metaphors expressed the principals’ perceptions of what was required from them during the pandemic. Metaphors can simplify complexities and break down that which is abstract and incomprehensible into understandable images, thus illuminating school principals’ reflection on their role during the pandemic crisis. This study expands the currently limited knowledge on how principals interpret their role during crisis times and provides implications and further research avenues.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"48 12 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85317198","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}

{"title":"Transformational school leadership and the COVID-19 pandemic: Perceptions of teachers in Cyprus","authors":"M. E. Menon","doi":"10.1177/17411432231166515","DOIUrl":"https://doi.org/10.1177/17411432231166515","url":null,"abstract":"The role of contextual factors has been highlighted in the school leadership literature. This points to the importance of examining the extent to which leadership models apply to, or are useful in, specific contexts. The paper investigates the extent to which school leaders adopted transformational leadership behaviours and practices during the pandemic crisis based on the perceptions of teachers. Qualitative research was conducted with 30 primary school teachers in Cyprus. The findings of the research show that overall, school leaders used behaviours and practices associated with transformational leadership to a great extent. Of the five transformational leadership dimensions proposed by Bass and Avolio, teachers were more likely to report weaknesses in the area of individualised consideration. Moreover, the perceptions of teachers suggest that the behaviours and practices of school leaders during the pandemic crisis can be linked to different leadership conceptualisations and/or models. The paper provides implications regarding educational policy and practice.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"9 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87489492","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}

{"title":"School principals’ emotionally draining situations and student discipline issues in the context of work intensification","authors":"Katina Pollock, Ruth Nielsen, Fei Wang","doi":"10.1177/17411432231165691","DOIUrl":"https://doi.org/10.1177/17411432231165691","url":null,"abstract":"Over the past decade, research into principals’ work intensification has revealed that principals spend significant work hours on student discipline and attendance issues, and that they report high levels of emotionally draining situations. In the current study, we examined the relationship between student discipline issues and principals’ emotionally draining situations to determine if variables related to student discipline issues affected principals’ experiences of emotionally draining situations. Using a correlational research design with hierarchical regression, we analysed data from a digital survey of school principals in Ontario, Canada. A total of 1434 surveys were included in the final analysis, with respondents from elementary, high-school and combined schools. Results showed a correlation between student discipline and attendance issues and principals’ experiences of emotionally draining situations, while also showing that student discipline and student and parent mental health were strong predictors of principals’ experiences of emotionally draining situations. These findings have important implications in supporting principals: These insights can inform principal preparation programmes by showing the need for increased training on identifying and treating emotionally draining situations. Insights may also encourage policymakers to review student discipline and student/parent mental health policies in light of the revelation of their impact on principals’ work.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135529293","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}

{"title":"The importance of middle leadership for school improvement","authors":"T. Bush","doi":"10.1177/17411432221144628","DOIUrl":"https://doi.org/10.1177/17411432221144628","url":null,"abstract":"The significance of instructional leadership for student outcomes has been evident for the past 15 years (Robinson et al., 2008). However, the focus on the principal as the main instructional leader has been challenged (Bush, 2013; Hallinger, 2019), because of increasing recognition that this needs to be a shared role, for two reasons. First, principals have insufficient time to carry out such an important role by themselves. Second, they lack the specific subject knowledge to be effective instructional leaders across the curriculum. This led to the development of the construct of shared instructional leadership (Marks and Printy, 2003). Middle leaders are crucial to the development of instructional leadership because they have the specific curricular expertise to lead and manage their subjects, to enhance student outcomes and to underpin school improvement. The first paper in this issue, Kylie Lipscombe, Sharon Tindall-Ford and Jodi Lamanna, provides a systematic review of literature on school middle leadership. They consider how middle leaders are defined, the responsibilities they hold, while also addressing impact and professional development. The authors note that middle leaders operate at the interface between different sources of influence in the school. Their literature review focused on two databases, Scopus and ERIC, and spans the period from 2006 to 2020. Their search identified 175 sources but, following careful screening, 35 were included in the final review, from 14 countries. They comment that middle leadership is distinct from principal leadership, and is not interchangeable with teacher leadership, despite some shared features. They conclude that school middle leadership is diverse, contextually driven, and important for advancing teaching and learning. Middle leaders are an integral part of a distributed approach to leadership, as they are often the colleagues to whom leadership is distributed. Weiping Yang and Sirene Lim examine the notion of distributed pedagogical leadership in a Singapore early childhood setting. They report on a case study of a non-profit childcare centre, to consider the conditions that support teachers’ distributed pedagogical leadership. They interviewed the principal three times, while each of the eight teachers took part in interviews and focus groups. Classes were also observed. The authors’ findings focus on three dimensions, the influence of the national context, school culture and power relations, and pedagogical vision. They conclude by discussing the implications of operating with a migrant workforce (Chinese and Filipino) within a bilingual setting (Chinese and English). The next paper, by David Woo, explores distributed leadership, through his study of ICT coordinators, who may also be regarded as middle leaders. He surveyed 27 such coordinators, including participants at an educational technology conference in Manila, Philippines, using both convenience and snowball sampling. The findings show","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"86 1","pages":"267 - 269"},"PeriodicalIF":3.6,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81563171","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}

{"title":"Perceptions of women senior leaders in the UK Higher Education during the COVID-19 pandemic","authors":"J. Wilkinson, T. Male","doi":"10.1177/17411432221150079","DOIUrl":"https://doi.org/10.1177/17411432221150079","url":null,"abstract":"Studies suggest the COVID-19 pandemic disproportionately impacted women. Related research and literature suggest leadership approaches commonly associated with women are more effective during crises, a notion that we sought to explore in this study. This investigation explored how senior women leaders in the UK Higher Education exhibited leadership during the pandemic, whether their approaches had changed during this time and the impact leading during this period had on them. The research used semi-structured interviews with six women senior leaders to uncover insights into their lived experiences. Findings show while their fundamental leadership styles did not change, all participants exhibited situational approaches with higher levels of distributed leadership than pre-pandemic. In several instances, their perception was this was based on gendered differences in their leadership approaches, probably developed because of their socialisation as women. The pressures on participants during the pandemic had a significant personal toll, with this period being articulated as the most difficult in their careers. Peer-to-peer networks functioned as critical support mechanisms for these women leaders. The greatest emergent stressor, however, was government policy changes unrelated to COVID-19 which participants considered would have greater long-term impact and served to destabilise higher education at an already difficult time.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"43 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88052795","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}