Pub Date : 2022-10-30DOI: 10.1177/17411432221135310
T. Lee
Despite the increasing number of studies on educational leadership during COVID-19, little attention has been paid to the intersections of different educational experiences and perspectives of school leaders, students, and their families that occur both inside and outside of schools. Drawing on eight case studies of public primary schools in Hong Kong, this article explores the challenges and strategies of online learning with a focus on effective leadership practices for supporting economically disadvantaged students during COVID-19. To incorporate the perspectives of multiple stakeholders, a series of questionnaires were distributed to principals (n = 8), teachers (n = 150), parents (n = 775), lower primary students (n = 855), and upper primary students (n = 850) and interviews were conducted with principals (n = 8), teachers (n = 37), parents (n = 32), and students (n = 62). Findings indicated that school leaders and teacher teams demonstrated strategic leadership practices prioritising and responding to the needs and constraints of economically disadvantaged students and their families. The present study draws attention to leadership encouraging collaboration among schools, families, and the wider community, which has become necessary during the shift to online learning during COVID-19.
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Pub Date : 2022-09-28DOI: 10.1177/17411432221123402
T. Bush
Most of the discourse of educational leadership relates to schools, colleges and universities, and researchers often use these settings as units of analysis. They may be seen as ‘prime institutions’, central to the educational landscape, within their communities and beyond. However, these organisations may also be conceptualised as part of a wider system of schools, coordinated, and perhaps controlled, by a more senior level within the educational hierarchy. The ‘glue’ that holds such systems together, and provides a degree of coherence, is the district level. Collectively, despite their ubiquitous presence, the role of districts remains under-researched and weakly theorised. In England, local education authorities, later described just as local authorities, had a substantial role for much of the 20th century in leading educational provision. The 1944 Education Act described education as a national service, locally administered. Local education departments, headed by chief education officers, or directors of education, played major roles in defining and coordinating community education provision. Local authorities were also political entities and political values and ideologies were influential in determining the nature of schooling and further education within their boundaries. This ‘middle tier’ was an important arena for educational policy-making, with accountability to local communities through the electoral process. It is important not to romanticise this period as a ‘golden age’, because there were often political and/or bureaucratic weaknesses, but they were successful in providing a local centre for educational development. In the 21st century, as Steven Courtney and Ruth McGinity report in the first article in this issue, local authorities have become much less significant as schools were encouraged, or cajoled, to become academies, independent of local authorities. Subsequently, a new ‘middle tier’ emerged in the form of multi-academy trusts (MATs). These authors note that MATs are now the legal entity that provides educational services across numerous sites that may or may not have a geographical basis. They say that suchMATs now constitute educational ‘systems’, led by an executive headteacher or chief executive officer (CEO). They report on a case study of a MAT in a coastal community, comprising four schools. They conclude that system leadership, epitomised by MATs, is a mechanism for depoliticization, with power located within unaccountable, para-statal institutions. Further education in England has also experienced a substantial change in the new millennium, with significant impacts on college leadership. Stephen Corbett investigates the role of further education middle managers in a distinctive way, through the lens of human resource managers, addressing the question, what are the contemporary professional expectations of further education middle managers in England? The author surveyed one HR manager from each college with a 19%
{"title":"Editorial: System leadership in English schools: The long goodbye to local authorities?","authors":"T. Bush","doi":"10.1177/17411432221123402","DOIUrl":"https://doi.org/10.1177/17411432221123402","url":null,"abstract":"Most of the discourse of educational leadership relates to schools, colleges and universities, and researchers often use these settings as units of analysis. They may be seen as ‘prime institutions’, central to the educational landscape, within their communities and beyond. However, these organisations may also be conceptualised as part of a wider system of schools, coordinated, and perhaps controlled, by a more senior level within the educational hierarchy. The ‘glue’ that holds such systems together, and provides a degree of coherence, is the district level. Collectively, despite their ubiquitous presence, the role of districts remains under-researched and weakly theorised. In England, local education authorities, later described just as local authorities, had a substantial role for much of the 20th century in leading educational provision. The 1944 Education Act described education as a national service, locally administered. Local education departments, headed by chief education officers, or directors of education, played major roles in defining and coordinating community education provision. Local authorities were also political entities and political values and ideologies were influential in determining the nature of schooling and further education within their boundaries. This ‘middle tier’ was an important arena for educational policy-making, with accountability to local communities through the electoral process. It is important not to romanticise this period as a ‘golden age’, because there were often political and/or bureaucratic weaknesses, but they were successful in providing a local centre for educational development. In the 21st century, as Steven Courtney and Ruth McGinity report in the first article in this issue, local authorities have become much less significant as schools were encouraged, or cajoled, to become academies, independent of local authorities. Subsequently, a new ‘middle tier’ emerged in the form of multi-academy trusts (MATs). These authors note that MATs are now the legal entity that provides educational services across numerous sites that may or may not have a geographical basis. They say that suchMATs now constitute educational ‘systems’, led by an executive headteacher or chief executive officer (CEO). They report on a case study of a MAT in a coastal community, comprising four schools. They conclude that system leadership, epitomised by MATs, is a mechanism for depoliticization, with power located within unaccountable, para-statal institutions. Further education in England has also experienced a substantial change in the new millennium, with significant impacts on college leadership. Stephen Corbett investigates the role of further education middle managers in a distinctive way, through the lens of human resource managers, addressing the question, what are the contemporary professional expectations of further education middle managers in England? The author surveyed one HR manager from each college with a 19%","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81891153","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 : 2022-08-02DOI: 10.1177/17411432221112489
T. Bush
Leadership in higher education is perceived to be increasingly managerial in many contexts. Power is often centralised in a senior leadership team headed by a president or vice chancellor. Departmental leadership may then be seen as primarily a conduit for the implementation of top-down decision-making rather than an opportunity to carve out a distinctive identify linked to the academic and professional norms of subject disciplines. University reputations are based on the collective achievements of their departments, but this may not be reflected in sufficient scope for such middle leaders to define their role or the future of the sub-units they represent. Responsibility without power, for example in respect of financial and staff management, is a recipe for frustration for such academic leaders. As a consequence, being appointed as a department head may be seen as a ‘poisoned chalice’ rather than a reward. Sharon Kruse explores these issues in her study of department chair leadership in the United States. She cites Buller’s (2012: 3) comment that chairing a department in higher education is ‘probably the most important, least appreciated, and toughest administrative position in higher education’. Drawing on 45 interviews with department chairs, she focuses on chairs’ perceptions of their role. Her findings indicate that chairs struggle to balance their approaches to the work, in an unavoidable and often overwhelming political landscape, with limited institutional authority. Greeni Maheshwari and Rakkishore Nayak explore the barriers and enablers to women leadership in Vietnamese higher education. They note that women in Vietnam widely accept their traditionally ascribed roles as housewives and experience challenges when seeking leadership positions. They interviewed 21 people, 19 women and 2 men, working in higher education institutions in Ho Minh City and Hanoi, including senior leaders, middle managers and lecturers. They report that the main barriers to career enhancement were work–life imbalance, subordinates’ perceptions, social networking and personal factors. The enablers were perceived to be family and mentor support, changing mindset of employers, and the potential competency of women leaders. These factors are consistent with international research but understanding these issues in this distinctive context contributes to our understanding of this important and complex phenomenon. Promotion opportunities in higher education may also disadvantage women. Ed Dandalt and Stephane Brutus examine this issue in respect of business schools in Canada. They report that women are under-represented as full professors in Canadian business schools (only 23% are women). They conducted a survey of tenured female faculty in these business schools, followed by the analysis of faculty collective agreements between six universities and faculty unions or professional associations. They conclude that, while there is evidence of gender discrimination, often u
{"title":"Middle leadership in higher education: Challenges and opportunities","authors":"T. Bush","doi":"10.1177/17411432221112489","DOIUrl":"https://doi.org/10.1177/17411432221112489","url":null,"abstract":"Leadership in higher education is perceived to be increasingly managerial in many contexts. Power is often centralised in a senior leadership team headed by a president or vice chancellor. Departmental leadership may then be seen as primarily a conduit for the implementation of top-down decision-making rather than an opportunity to carve out a distinctive identify linked to the academic and professional norms of subject disciplines. University reputations are based on the collective achievements of their departments, but this may not be reflected in sufficient scope for such middle leaders to define their role or the future of the sub-units they represent. Responsibility without power, for example in respect of financial and staff management, is a recipe for frustration for such academic leaders. As a consequence, being appointed as a department head may be seen as a ‘poisoned chalice’ rather than a reward. Sharon Kruse explores these issues in her study of department chair leadership in the United States. She cites Buller’s (2012: 3) comment that chairing a department in higher education is ‘probably the most important, least appreciated, and toughest administrative position in higher education’. Drawing on 45 interviews with department chairs, she focuses on chairs’ perceptions of their role. Her findings indicate that chairs struggle to balance their approaches to the work, in an unavoidable and often overwhelming political landscape, with limited institutional authority. Greeni Maheshwari and Rakkishore Nayak explore the barriers and enablers to women leadership in Vietnamese higher education. They note that women in Vietnam widely accept their traditionally ascribed roles as housewives and experience challenges when seeking leadership positions. They interviewed 21 people, 19 women and 2 men, working in higher education institutions in Ho Minh City and Hanoi, including senior leaders, middle managers and lecturers. They report that the main barriers to career enhancement were work–life imbalance, subordinates’ perceptions, social networking and personal factors. The enablers were perceived to be family and mentor support, changing mindset of employers, and the potential competency of women leaders. These factors are consistent with international research but understanding these issues in this distinctive context contributes to our understanding of this important and complex phenomenon. Promotion opportunities in higher education may also disadvantage women. Ed Dandalt and Stephane Brutus examine this issue in respect of business schools in Canada. They report that women are under-represented as full professors in Canadian business schools (only 23% are women). They conducted a survey of tenured female faculty in these business schools, followed by the analysis of faculty collective agreements between six universities and faculty unions or professional associations. They conclude that, while there is evidence of gender discrimination, often u","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82233421","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 : 2022-07-11DOI: 10.1177/17411432221113411
I. Berkovich, Tahani Hassan
The COVID-19 pandemic caused education systems to embrace remote schooling and online learning. In the context of this dramatic change, the principal's role has also changed. Instead of interacting face to face, school leaders had to become distant leaders operating digitally. The field has no knowledge of digital instructional leadership. The study used new and adapted measures to explore principals’ digital instructional leadership, its mechanisms of operation, and its outcomes. In particular, the research examined how digital instructional leadership affects perceived student learning in online settings through teachers’ intrinsic motivation for digital instruction (i.e. the mediator). The study used data from 380 teachers in Bahrain. Results indicated support for mediation. This is an empirical exploratory study, and therefore it is limited in scope. Nevertheless, its concepts, measures, and findings offer valuable contributions to research and practice. The limitations, findings, and implications of the study are discussed. The significance of the study derives from the growing incorporation of hybrid schooling in education and digital instructional leadership practices in mainstream principalship.
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Pub Date : 2022-05-29DOI: 10.1177/17411432221103678
H. Shaked, Pascale Benoliel
Instructional Boundary Management is an area of school leadership comprising activities that simultaneously involve instructional leadership and boundary management. This study explores principals’ Instructional Boundary Management during COVID-19. Data collection consisted of semi-structured interviews with a diverse sample of 33 Israeli elementary school principals. Data analysis indicated that principals felt an increasing need to carry out most Instructional Boundary Management activities during COVID-19. The findings suggest that COVID-19 influenced principals’ needs through the following three factors: the challenges that COVID-19 posed to teachers, the challenges that COVID-19 posed to students and parents, and the transition from face-to-face instruction to distance learning. These findings reveal the mechanisms through which COVID-19 affected Instructional Boundary Management activities, explaining how and why COVID-19 has led to a greater need for principals’ Instructional Boundary Management.
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Pub Date : 2022-05-27DOI: 10.1177/17411432221096238
T. Bush
There is widespread evidence of the demands facing school principals in many parts of the world, illustrated recently by the challenges posed by the COVID-19 pandemic. Despite the normative preference for shared and distributed leadership in many contexts, principals retain the main accountability for school improvement and for student learning and welfare. The universal requirement for schools to be led by heads or principals reflects the importance of this role, and the pressures facing these senior leaders in most countries. These demands are particularly challenging in those many countries that do not provide specialised preparation or training for current or prospective principals. In the first paper in this issue, Mireia Tintore and colleagues present the findings of a scoping review of the problems and challenges faced by school leaders. They reviewed articles, books and book chapters, using keywords ‘problems’ and ‘challenges’, linked to principal or head teacher, finding 1138 sources potentially relevant to the review. The authors identify the main conflicts facing principals, including balancing system demands with leadership for learning, navigating pressures for autonomy and accountability and increasing pressures from families and the wider society. They conclude that the role of principals continues to be challenging. Marcus Pietsch, Pierre Tulowitzki and Colin Cramer report the findings of a study of principal ambidexterity in Germany, noting the need to simultaneously pursue exploitation and exploration. They also examine the relationship between these dimensions and the degree of competition between schools. They surveyed 405 principals from across the country. They report that these principals were more exploitative than explorative, and attribute this to inter-school competition and the need for schools to survive and, preferably, to flourish. While principals are central to school improvement, it is widely recognised that their impact is mostly indirect, via teachers. In the second paper focusing on Germany, Andre Meyer, Dirk Richter and Viola Hartung-Beck examine the relationship between principal leadership and teacher collaboration. The authors sampled 630 primary and secondary school teachers in one of Germany’s federal states. They found that teachers rated their principals’ instructional and staff development activities to be below average, despite the view that higher collective efficacy is reported where principals are involved in these activities. They conclude that principals rarely find sufficient time to devote to teachers’ professional development. Despite the ongoing emphasis on principal leadership, there is also increasing interest in shared models, such as distributed and participative leadership. A similar construct is democratic leadership, discussed by Monika Pazur in respect of Zagreb, a rare contribution to school leadership research in Croatia. The author claims that democratic leadership is oriented tow
广泛的证据表明，世界许多地方的学校校长面临着各种要求，最近COVID-19大流行带来的挑战就说明了这一点。尽管在许多情况下，普遍倾向于共享和分布式领导，但校长仍然对学校的改进、学生的学习和福利负有主要责任。学校由校长或校长领导的普遍要求反映了这一角色的重要性，以及大多数国家这些高级领导人面临的压力。在那些不为现任或未来的校长提供专门准备或培训的许多国家，这些要求尤其具有挑战性。在本期的第一篇论文中，Mireia Tintore和他的同事提出了对学校领导面临的问题和挑战进行范围审查的结果。他们回顾了文章、书籍和书籍章节，使用与校长或校长相关的关键词“问题”和“挑战”，找到了1138个可能与评论相关的来源。他们的结论是，校长的角色仍然具有挑战性。Marcus Pietsch, Pierre Tulowitzki和Colin Cramer报告了一项对德国主要双性手性的研究结果，指出同时追求开发和探索的必要性。他们还研究了这些维度与学校之间竞争程度之间的关系。他们调查了全国405名校长。他们报告说，这些校长更多的是剥削而不是探索，并将其归因于校际竞争和学校生存的需要，最好是蓬勃发展。虽然校长是学校改善的核心，但人们普遍认为，他们的影响大多是间接的，通过教师。在第二篇以德国为研究对象的论文中，安德烈·迈耶、德克·里希特和维奥拉·哈通-贝克研究了校长领导与教师合作之间的关系。作者对德国一个联邦州的630名中小学教师进行了抽样调查。他们发现，教师对校长的教学和员工发展活动的评价低于平均水平，尽管有观点认为，校长参与这些活动的集体效能更高。他们的结论是，校长很少有足够的时间投入到教师的专业发展中。尽管持续强调主要领导，但对共享模式的兴趣也在增加，例如分布式和参与式领导。莫妮卡•帕祖尔(Monika Pazur)在谈到萨格勒布(Zagreb)时讨论了类似的民主领导结构，这是对克罗地亚学校领导研究的罕见贡献。作者声称，民主领导以协商一致为导向，领导过程由参与者分享。以下是“专家验证”和一篇社论
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Pub Date : 2022-05-23DOI: 10.1177/17411432221102521
H. Shaked
The instructional leadership approach requires school principals to give top priority to the continuous improvement of teaching quality and academic outcomes. This study explored how principals of elementary schools in Israel fulfilled their instructional leadership role during COVID-19. Data collection comprised semi-structured interviews with a diverse sample of 36 principals. Data analysis identified three different theories of action. In this study, a theory of action is the conscious or unconscious set of assumptions that explain how principals act professionally in a given situation. According to the first theory of action, moratorium, principals temporarily abandoned instructional leadership. According to the second theory of action, adaptation, principals changed instructional leadership to suit the specific conditions of COVID-19. According to the third theory of action, determination, principals uncompromisingly continued to demonstrate instructional leadership. These findings expand the available knowledge on how school leaders respond and what forms of school leadership practice emerged during COVID-19.
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Pub Date : 2022-05-01DOI: 10.1177/17411432221090727
T. Bush
The recruitment and appointment of principals are one of the most important activities of school and system leaders. The compelling evidence (e.g. Leithwood et al., 2006, 2020) that talented leadership has a signi fi cant impact on school improvement provides empirical support for the proposition that careful preparation and selection of principals are vital if schools and their students are to thrive. The criteria used to appoint principals vary across jurisdictions but typically include teaching experience, instructional leadership knowledge and skills and notions of contextual ‘ fi t ’ . However, such educational considerations may be trumped in some settings by political or administrative imperatives (Xue and Bush, 2021).
{"title":"Succession planning for school principals: System control or leader agency?","authors":"T. Bush","doi":"10.1177/17411432221090727","DOIUrl":"https://doi.org/10.1177/17411432221090727","url":null,"abstract":"The recruitment and appointment of principals are one of the most important activities of school and system leaders. The compelling evidence (e.g. Leithwood et al., 2006, 2020) that talented leadership has a signi fi cant impact on school improvement provides empirical support for the proposition that careful preparation and selection of principals are vital if schools and their students are to thrive. The criteria used to appoint principals vary across jurisdictions but typically include teaching experience, instructional leadership knowledge and skills and notions of contextual ‘ fi t ’ . However, such educational considerations may be trumped in some settings by political or administrative imperatives (Xue and Bush, 2021).","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75044429","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 : 2022-03-23DOI: 10.1177/17411432221082914
Yeseul Choi, Sanghun Lee, Hunseok Oh
This study aims to develop and validate the Principal Competency Inventory (PCI), an instrument used to assess a principal’s leadership competencies that promote student learning in South Korea. An extensive review of prior work was conducted to understand the theoretical foundation related to school leadership and the competency construct of the PCI derived from the Behavioural Event Interview of principals. Then, the psychometric procedures used in developing and validating the PCI were followed. The significance of this study and its practical implications for the use of this new instrument was discussed. From a theoretical and practical standpoint, this study contributes to the school leadership field by describing development and validation procedures, identifying where evidence of the reliable assessment instrument is lacking, and utilising the advantage of the competency-based framework. Also, the analysis of this study provides international perspectives about school leadership practices, thus supplementing the prior Western-focused literature in this field. In addition, this study offers useful information for policymakers and principal leadership development program designers who want to assess and evaluate principal leadership competency.
{"title":"From the best practices of successful school leaders: Developing and validating the principal competencies inventory in South Korea","authors":"Yeseul Choi, Sanghun Lee, Hunseok Oh","doi":"10.1177/17411432221082914","DOIUrl":"https://doi.org/10.1177/17411432221082914","url":null,"abstract":"This study aims to develop and validate the Principal Competency Inventory (PCI), an instrument used to assess a principal’s leadership competencies that promote student learning in South Korea. An extensive review of prior work was conducted to understand the theoretical foundation related to school leadership and the competency construct of the PCI derived from the Behavioural Event Interview of principals. Then, the psychometric procedures used in developing and validating the PCI were followed. The significance of this study and its practical implications for the use of this new instrument was discussed. From a theoretical and practical standpoint, this study contributes to the school leadership field by describing development and validation procedures, identifying where evidence of the reliable assessment instrument is lacking, and utilising the advantage of the competency-based framework. Also, the analysis of this study provides international perspectives about school leadership practices, thus supplementing the prior Western-focused literature in this field. In addition, this study offers useful information for policymakers and principal leadership development program designers who want to assess and evaluate principal leadership competency.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138507753","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}
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