Pub Date : 2023-06-11DOI: 10.1177/17411432231168115
T. Bush
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
正如我在之前的社论中指出的那样，从提交给本杂志的手稿数量来看，分布式领导已经成为最流行的模式。该模式本质上是规范性的，基于一些政策制定者和实践者所持有的信念，即这是领导和管理学校的适当方式。由于最近访问了东京和马德里，我已经意识到它在日本和西班牙等不同社会的吸引力。分配具有强大的情感吸引力，因为它似乎为教师参与目标设定和决策提供了空间。然而，在实践中，这可能只是委派的一个“幌子”，以减少负责人的工作量。在文献中有两个版本的分布是显而易见的，紧急和分配(Bush和Ng, 2019)，但理论化这个模型需要一些新的思考。孟婷(Meng Ting)和格雷厄姆•努特布朗(Graham Nutbrown)通过他们的文章对这一过程做出了贡献，他们通过认识上的不公正重新理论了分布式领导。他们把认识上的不公正定义为一种歧视。他们确定了分布式领导的五种“突出模式”;领导+，以实践为中心，社会文化，学校改进和知识力量。列出这五个模型显示了对分布的广泛期望和理论化，使学者、政策制定者和实践者能够为部署该模型的几乎任何方法找到支持。他们注意到Lumby(2019)关于“领导神话”掩盖权力滥用的评论。他们提倡三种方法来解决这个问题:建立信任，重新分配知识资源，重新配置关系不公正。另一种流行的模式是指导性领导，Robinson等人(2008)表明，在所有领导模式中，指导性领导对学生成绩的影响最大。约翰·詹姆斯·朱马和他的同事研究了这种模式对肯尼亚中学的影响。虽然教学领导的研究方法多种多样，但笔者选择关注其控制功能，将其定义为对教育成果的监测、评价和监督。这些控制方面通常主导授权维度，如建模和指导(Bush, 2013)，但需要一种平衡的方法来最大化该模型的影响。作者调查了Rangwe Sub县41所学校的校长和4名教师，共205名参与者。他们的研究结果表明，教学领导的控制功能普遍存在，但他们注意到，员工发展也会影响学生的成绩。Lei Mee Thien和她的同事还研究了马来西亚学校中与教师专业学习相关的教学领导力。政府对专业学习的关注部分源于马来西亚在国际比较研究方面令人失望的表现，包括国际学生评估项目(PISA)。作者在槟城调查了400名教师，基于方便抽样。研究发现，校长教学领导对教师专业学习的直接影响不显著，但教师对校长的信任和自我效能感对教师专业学习有间接影响。编辑
{"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":null,"pages":null},"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}
Pub Date : 2023-05-29DOI: 10.1177/17411432231177835
Joonkil Ahn, Yinying Wang, Yujin Lee
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.
{"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":null,"pages":null},"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}
Pub Date : 2023-05-29DOI: 10.1177/17411432231177531
Hsieh-Chih Lai, Hsin-Yi Lien
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.
{"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":null,"pages":null},"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}
Pub Date : 2023-04-27DOI: 10.1177/17411432231156397
T. Bush
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
用来描述和解释教育领导的理论随着兴趣和优先级的发展而变化。在21世纪，分布式领导越来越流行，学者、政策制定者和实践者都认为分布式领导是领导和管理学校和其他教育组织的合适方式。这种模式为校长分享领导权提供了可能，部分是为了减少工作量，部分是为了授权和发展教师。在全球北方发布的模式版本中，分配被视为“新兴的”，由校长培育一种氛围，鼓励可能在组织中任何地方出现的领导主动性。一个相反的版本，有时在中央系统中鼓励或强制，是分配分配，其中将任务分配给教师，特别是高级和中级领导，其过程通常与授权没有区别(Bush和Ng, 2019)。微观政治(Micropolitics)是埃里克•霍伊尔(Eric Hoyle, 1982)在20世纪80年代首创的一个模型，它基于这样一个假设:冲突在组织中是普遍存在的，因为参与者寻求促进和捍卫自己的个人和职业利益。利益集团出现了，可能与学科有关，并在学校内争夺霸权。冲突通常是通过行使权力来解决的，当然，校长通常在学校里拥有最大的权力。在新千年，这种模式已变得不那么突出，或许是因为人们认为，这种模式将专业机构的员工描绘成追求冲突而非共识的人，过于愤世嫉俗。moor Hodaya和Izhak Berkovich通过将分布式领导理论与微观政治结合起来，为分布式领导理论做出了罕见的贡献。他们声称，分布式领导在很大程度上采用了一种非政治性的观点，对其与权力的关系关注有限。作者采用了多案例研究设计，以四所以色列中学为研究对象。因为它们通常比小学更大更复杂，它们是探索分布式领导的“理想场所”。他们的数据表明分配是“不完美的”，并指出校长通过“否决权”行使控制权。例如，他们声称经济合作与发展组织(oecd)倾向于提倡分散式领导。他们得出的结论是，希望促进分布式领导的政策制定者应该培养针对具体情况的支持条件。Joan Andres Traver-Marti和她的同事们还关注西班牙包容性学校背景下的分布式领导。他们将包容性学校定义为那些致力于确保所有学生都能平等地获得优质教育的学校。他们还采用了多个案例研究设计，在西班牙四个不同地区的四所公立幼儿园和小学。通过他们的参与式行动研究项目，他们声称四个管理团队遵循包容性和民主的领导实践，类似于被理解为分布式领导。他们的结论是，管理团队通过促进合作、共同愿景和集体决策，是发展全纳教育的关键。理解分布式领导的一个核心问题是“领导权分配给谁”，尽管这也假设是一个深思熟虑的过程，而不是一个无意的过程。在许多情况下，特别是在分配可能被描述为分配的情况下，社论是高级领导人物
{"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":null,"pages":null},"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}
Pub Date : 2023-04-20DOI: 10.1177/17411432231170580
Rima’a Da’as, Mowafaq Qadach, Chen Schechter
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.
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Pub Date : 2023-04-06DOI: 10.1177/17411432231166515
M. E. Menon
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.
{"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":null,"pages":null},"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}
Pub Date : 2023-03-29DOI: 10.1177/17411432231165691
Katina Pollock, Ruth Nielsen, Fei Wang
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.
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Pub Date : 2023-01-25DOI: 10.1177/17411432221144628
T. Bush
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
在过去的15年里，教学领导对学生成绩的重要性已经很明显了(Robinson et al.， 2008)。然而，将校长作为主要教学领导者的观点受到了挑战(Bush, 2013;Hallinger, 2019)，因为人们越来越认识到这需要成为一个共同的角色，原因有两个。首先，校长没有足够的时间独自承担如此重要的角色。其次，他们缺乏在整个课程中成为有效的教学领导者的具体学科知识。这导致了共享教学领导结构的发展(Marks and Printy, 2003)。中级领导对教学领导能力的发展至关重要，因为他们有具体的课程专业知识来领导和管理他们的学科，提高学生的成绩，巩固学校的改进。这期的第一篇论文由Kylie Lipscombe、Sharon Tindall-Ford和Jodi Lamanna撰写，对学校中层领导的文献进行了系统的回顾。他们考虑如何定义中层领导，他们所承担的责任，同时也考虑影响和专业发展。两位作者指出，中层领导在学校不同影响力来源之间发挥作用。他们的文献综述集中在Scopus和ERIC两个数据库上，时间跨度从2006年到2020年。他们的搜索确定了175个来源，但经过仔细筛选，最终审查了来自14个国家的35个来源。他们评论说，中层领导不同于校长领导，尽管有一些共同的特点，但与教师领导是不可互换的。他们得出的结论是，学校中层领导是多样化的，受环境驱动的，对促进教与学很重要。中层领导是分布式领导方法的一个组成部分，因为他们通常是被分配领导权的同事。杨卫平和林思琳研究了新加坡儿童早期环境中分布式教学领导的概念。他们报告了一个非营利性托儿中心的案例研究，以考虑支持教师分布式教学领导的条件。他们采访了校长三次，而八位老师每人都参加了访谈和焦点小组。还观察了班级。作者的研究结果集中在三个维度上，即国家背景的影响、学校文化和权力关系以及教学愿景。最后，他们讨论了在双语环境(中文和英语)下与移民劳动力(中国和菲律宾)合作的影响。David Woo的下一篇论文，通过对ICT协调员的研究，探讨了分布式领导，这些协调员也可以被视为中间领导。他对27名这样的协调员进行了调查，其中包括在菲律宾马尼拉举行的一次教育技术会议的参与者，他采用了方便和滚雪球抽样的方法。研究结果表明，一所学校可能会雇用一名以上的ICT协调员，创建不同类型的协调员角色，并有一个ICT协调员的组织单位。他的结论是，分布式领导可以作为一个有用的分析视角来思考ICT协调员的角色。编辑
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Pub Date : 2023-01-09DOI: 10.1177/17411432221150079
J. Wilkinson, T. Male
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.
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Pub Date : 2022-11-21DOI: 10.1177/17411432221132632
T. Bush
In 20 years as editor-in-chief of Educational Management, Administration and Leadership (EMAL), I have been able to observe the growth of our field from a privileged position. Over these two decades, interest in educational leadership has grown dramatically, notably in its expansion from its Anglo-Saxon roots to become a global phenomenon. EMAL bears witness to this expansion, with submissions from 44 countries in the past 12 months. While this growth is gratifying, it provides challenges in managing the journal. As submissions have increased, from around 80 a decade ago, to more than 500 in 2022, the Editorial Board has adopted several strategies to manage demand. Initially, we changed the number of issues per volume from four to six. This was followed by increasing the page extent of each issue. Subsequently, we made the criteria for acceptance more stringent, meaning that fewer submissions were published. Despite all these changes, the gap between acceptance and allocation to an issue has grown, meaning that papers might be available online-first for more than two years before they receive volume, issue and page number details. The Editorial Board and our publisher, Sage, have responded to this problem by increasing the number of articles in each issue from eight or nine to 12, beginning with this issue. Over time, we expect this change to reduce the backlog of accepted papers. Meanwhile, I hope you enjoy reading the additional articles. The first paper in this newly expanded issue, by Se Woong Lee and Xinyi Mao, provides a systematic review of the US literature on the recruitment and selection of school principals. As these authors note, there are challenges in recruiting sufficient well-qualified applicants in several countries, including the US. Following a systematic search strategy, they identified 64 studies for inclusion in the review. They highlight four main implications of their study. First, they note the lack of attention to minority principals in the literature, a significant issue as student populations are becoming more diverse. Second, women continue to be under-represented as principals, an issue in many other national contexts. The authors recommend mentoring to address these imbalances. Third, they point to working conditions, notably long hours, as a disincentive for potential principals and as a consideration influencing principal turnover. Finally, they point to the lack of research on hiring processes in the US, but this is also true of international research. High-quality preparation may contribute to providing a pool of good applicants for principalship positions. Gavin Murphy explores leadership preparation and career pathways for novice principals in Ireland. Drawing on interviews with 12 recently appointed principals of primary and postprimary schools, the author notes that principals feel that distributed leadership is working well in their schools. He comments on the importance of anticipatory socialisation and of
在担任《教育管理、行政与领导》(Educational Management, Administration and Leadership，简称EMAL)总编辑的20年里，我有幸见证了我们这个领域的发展。在过去的二十年里，人们对教育领导力的兴趣急剧增长，尤其是在它从盎格鲁-撒克逊根源发展成为一种全球现象的过程中。EMAL见证了这一扩张，在过去12个月中有44个国家提交了申请。虽然这种增长令人满意，但也给管理期刊带来了挑战。随着投稿数量的增加，从十年前的80份左右增加到2022年的500多份，编委会采取了几种策略来管理需求。最初，我们将每册的刊数从4期改为6期。接下来是增加每期的页数。随后，我们制定了更严格的接受标准，这意味着更少的提交被发表。尽管有这些变化，一期论文的接受和分配之间的差距越来越大，这意味着论文可能在获得数量、发行期和页码细节之前，先在网上提供两年多的时间。编辑委员会和我们的出版商Sage对这个问题做出了回应，从本期开始，每期的文章数量从8或9篇增加到12篇。随着时间的推移，我们预计这一变化将减少已接受论文的积压。同时，我希望你喜欢阅读额外的文章。正如这些作者所指出的那样，在包括美国在内的几个国家，招聘到足够多的合格申请人存在挑战。根据系统搜索策略，他们确定了64项研究纳入该综述。他们强调了这项研究的四个主要含义。首先，他们注意到文献中缺乏对少数族裔校长的关注，这是一个重要问题，因为学生群体正变得越来越多样化。其次，妇女担任校长的人数仍然不足，这在许多其他国家都是一个问题。作者建议通过指导来解决这些不平衡。第三，他们指出，工作条件，特别是长时间工作，是对潜在委托人的抑制因素，也是影响委托人流动的一个考虑因素。最后，他们指出缺乏对美国招聘流程的研究，但国际研究也是如此。高质量的准备可能有助于为校长职位提供一批优秀的申请人。加文·墨菲探讨了爱尔兰新校长的领导力准备和职业道路。通过对12位新近上任的小学和小学后学校校长的采访，作者指出，校长们认为分布式领导在他们的学校运作良好。他评论了预期社会化的重要性和培养领导能力的价值，并得出结论，背景问题对于准备成功的校长很重要。编辑
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