Pub Date : 2022-02-07DOI: 10.1177/17411432221077507
M. Connolly, C. James
The rationale for the principles of effective school governance in England, as set out in government regulations, has never been made explicit. This article addresses that issue and develops and proposes such principles. We argue that effective school governance secures the legitimacy of schools as institutions. Such institutional legitimacy is achieved through the institutionalization processes in which the institutional primary task is central. Effective governance is therefore concerned with overseeing and ensuring the processes of institutionalization. We identify two general principles that relate to ensuring the school's legitimacy and ensuring that the school's institutionalization processes enable it to be a legitimate institution. We also distinguish six specific principles that relate to: the school's work on the institutional primary task, the resources required and deployed for work on the institutional primary task; the school's compliance with the rules and regulations that apply to the institution; the school's conformance to the norms expected of a school; the way the school operates on a day-to-day basis in relation to wider society's expectations; calling the headteacher or principal (HT/P) to account for the functioning of the school; and ensuring the HT/P's development. Our analysis is relevant to school governance in other countries.
{"title":"Developing and proposing rational and valid principles for effective school governance in England","authors":"M. Connolly, C. James","doi":"10.1177/17411432221077507","DOIUrl":"https://doi.org/10.1177/17411432221077507","url":null,"abstract":"The rationale for the principles of effective school governance in England, as set out in government regulations, has never been made explicit. This article addresses that issue and develops and proposes such principles. We argue that effective school governance secures the legitimacy of schools as institutions. Such institutional legitimacy is achieved through the institutionalization processes in which the institutional primary task is central. Effective governance is therefore concerned with overseeing and ensuring the processes of institutionalization. We identify two general principles that relate to ensuring the school's legitimacy and ensuring that the school's institutionalization processes enable it to be a legitimate institution. We also distinguish six specific principles that relate to: the school's work on the institutional primary task, the resources required and deployed for work on the institutional primary task; the school's compliance with the rules and regulations that apply to the institution; the school's conformance to the norms expected of a school; the way the school operates on a day-to-day basis in relation to wider society's expectations; calling the headteacher or principal (HT/P) to account for the functioning of the school; and ensuring the HT/P's development. Our analysis is relevant to school governance in other countries.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"34 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74655526","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 : 2022-02-07DOI: 10.1177/17411432221076251
Sigríður Margrét Sigurðardóttir, A. Sigurðardóttir, Börkur Hansen, K. Ólafsson, Rúnar Sigþórsson
The purpose of this research is to shed light on the educational leadership practices regarding school support services at the municipal level in Iceland from the point of view of actors from both municipal and school levels. Furthermore to explain how those views are shaped by the structural arrangements and human resources of the services, population density and geographical location. Leaders of municipal educational support services, preschool principals and compulsory school principals responded to a questionnaire about practices regarding school support services. A framework of desirable leadership practices was used as an analytical tool to measure this leadership. The findings revealed that leadership practices regarding school support services match poorly with the leadership framework. Human resources are important elements of the leadership practices regarding the school support services, but the services’ structural arrangements, municipal population density and geographical location are less so. It is suggested that it is necessary to focus on improvements in leadership practices in general, regarding the school support services. For that purpose, more engagement is needed in the development of professional capacity, and a focus on creating a shared understanding between the services and school principals.
{"title":"Educational leadership regarding municipal school support services in Iceland","authors":"Sigríður Margrét Sigurðardóttir, A. Sigurðardóttir, Börkur Hansen, K. Ólafsson, Rúnar Sigþórsson","doi":"10.1177/17411432221076251","DOIUrl":"https://doi.org/10.1177/17411432221076251","url":null,"abstract":"The purpose of this research is to shed light on the educational leadership practices regarding school support services at the municipal level in Iceland from the point of view of actors from both municipal and school levels. Furthermore to explain how those views are shaped by the structural arrangements and human resources of the services, population density and geographical location. Leaders of municipal educational support services, preschool principals and compulsory school principals responded to a questionnaire about practices regarding school support services. A framework of desirable leadership practices was used as an analytical tool to measure this leadership. The findings revealed that leadership practices regarding school support services match poorly with the leadership framework. Human resources are important elements of the leadership practices regarding the school support services, but the services’ structural arrangements, municipal population density and geographical location are less so. It is suggested that it is necessary to focus on improvements in leadership practices in general, regarding the school support services. For that purpose, more engagement is needed in the development of professional capacity, and a focus on creating a shared understanding between the services and school principals.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"23 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78518321","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 : 2022-02-03DOI: 10.1177/17411432221077157
Yanzheng Li, Zorka Karanxha
This systematic literature review critically evaluates 14 empirical studies published over a 14 years span (2006–2019) to answer questions about the models and the effects of transformational school leadership on student academic achievement. The analysis of the related literature utilized vote counting and narrative synthesis to delineate the status quo of the current research field. It was found that the majority of these studies were conducted in Western and English- speaking countries and these studies utilizing different research methods and models reported mixed results. Recommendations for future research directions include use of an integrated leadership framework and complexity in the study of leadership in schools.
{"title":"Literature review of transformational school leadership: models and effects on student achievement (2006–2019)","authors":"Yanzheng Li, Zorka Karanxha","doi":"10.1177/17411432221077157","DOIUrl":"https://doi.org/10.1177/17411432221077157","url":null,"abstract":"This systematic literature review critically evaluates 14 empirical studies published over a 14 years span (2006–2019) to answer questions about the models and the effects of transformational school leadership on student academic achievement. The analysis of the related literature utilized vote counting and narrative synthesis to delineate the status quo of the current research field. It was found that the majority of these studies were conducted in Western and English- speaking countries and these studies utilizing different research methods and models reported mixed results. Recommendations for future research directions include use of an integrated leadership framework and complexity in the study of leadership in schools.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"63 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72751937","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 : 2022-01-31DOI: 10.1177/17411432221074868
Vasiliki Polymeropoulou, Georgios Sorkos
The purpose of this study is to investigate whether the principle of fairness as equity, defined by Adams, is applied during the selection of school principals. Our focus was on a secondary education directorate drawing data in two ways. Firstly, a questionnaire was given to candidates who participated in the selection process, in order to investigate to which extent fairness as equity is included both in the process and the selection criteria. Secondly, we examined whether the selection board through the oral interview moved with the respective conditions of fairness as equity through the candidates’ scoring. It seemed that the majority of participants have formed their opinion on fairness as equity based on their ‘incoming capital’ depending on their score, while they consider that the selection board was rather biased in rating their fellow candidates. This is due to previous official or personal relationships with the members of the selection board and party involvement. For the Greek context, the selection of school principals can be characterised as a process that allows the influence of factors clearly non-relating to the principle of fairness as equity. Proposals at the level of educational policy are proposed.
{"title":"How fair is the selection of school principals in the Greek educational context?","authors":"Vasiliki Polymeropoulou, Georgios Sorkos","doi":"10.1177/17411432221074868","DOIUrl":"https://doi.org/10.1177/17411432221074868","url":null,"abstract":"The purpose of this study is to investigate whether the principle of fairness as equity, defined by Adams, is applied during the selection of school principals. Our focus was on a secondary education directorate drawing data in two ways. Firstly, a questionnaire was given to candidates who participated in the selection process, in order to investigate to which extent fairness as equity is included both in the process and the selection criteria. Secondly, we examined whether the selection board through the oral interview moved with the respective conditions of fairness as equity through the candidates’ scoring. It seemed that the majority of participants have formed their opinion on fairness as equity based on their ‘incoming capital’ depending on their score, while they consider that the selection board was rather biased in rating their fellow candidates. This is due to previous official or personal relationships with the members of the selection board and party involvement. For the Greek context, the selection of school principals can be characterised as a process that allows the influence of factors clearly non-relating to the principle of fairness as equity. Proposals at the level of educational policy are proposed.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"2 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81814827","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 : 2022-01-12DOI: 10.1177/17411432211073410
J. Khanal, Subekshya Ghimire
In the context of developed countries, a lot of research has been done to uncover and identify the problems school leaders face in their work but little is known about the school leadership of underdeveloped countries. In a quest to discover contextual problems in terms of role conflict and role ambiguity of school leaders, this qualitative study tries to capture the experiences of principals in Nepal through in-depth interviews of six community school principals. The findings reveal that the major sources of role conflict and ambiguity for principals from Nepal are problematic power-sharing, low job autonomy, dual role conflict, limited professional development training, and lack of leadership knowledge. The study has several policy-level implications such as importance of hiring principals with proven leadership skills and increasing the leadership skills of current principals to ensure that they can tackle these challenges.
{"title":"Understanding role conflict and role ambiguity of school principals in Nepal","authors":"J. Khanal, Subekshya Ghimire","doi":"10.1177/17411432211073410","DOIUrl":"https://doi.org/10.1177/17411432211073410","url":null,"abstract":"In the context of developed countries, a lot of research has been done to uncover and identify the problems school leaders face in their work but little is known about the school leadership of underdeveloped countries. In a quest to discover contextual problems in terms of role conflict and role ambiguity of school leaders, this qualitative study tries to capture the experiences of principals in Nepal through in-depth interviews of six community school principals. The findings reveal that the major sources of role conflict and ambiguity for principals from Nepal are problematic power-sharing, low job autonomy, dual role conflict, limited professional development training, and lack of leadership knowledge. The study has several policy-level implications such as importance of hiring principals with proven leadership skills and increasing the leadership skills of current principals to ensure that they can tackle these challenges.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"9 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2022-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84954240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-30DOI: 10.1177/17411432211064909
T. Bush
Happy New Year and welcome to volume 50 of EMAL. I hope you spotted the gold banner on the cover, added to celebrate our half-century. On a personal note, this is also the 20th volume for which I have responsibility as editor-in-chief. The March issue (volume 50.2) will be a 50th Anniversary Special Edition with longitudinal overview papers by members of the UK and International Boards. This will be a very significant issue – not to be missed. We are also celebrating a new contract between EMAL’s owner, the British Educational Leadership, Management and Administration Society (BELMAS) and its publishing partner, Sage, to publish EMAL and our sibling journal, Management in Education, until 2026. This is good news for EMAL, and we are delighted to extend the partnership. The new contract provides for electronic access to BELMAS journals but not for print copies. However, BELMAS Council has decided to continue print copies for BELMAS members during EMAL’s 50th Anniversary Year. From 2023, members wishing to retain print copies will need to pay an additional membership fee. If you are not currently a BELMAS member, you can find out more at www.belmas.org.uk. In this first issue of our anniversary year, I offer some reflections on the 50 years of EMAL. The first edition of the journal was published in June 1972 with the title of Educational Administration. Strangely, the second issue of volume 1 was published in March 1973. Throughout the 1970s, there were only two issues per volume. This increased to three each year in the 1980s and to four in the 1990s. This continued until 2009, when the current pattern of six editions of each volume was introduced. The first volume was also very different in other ways. All the articles were written by UK authors and focused on administration and management (no sign of leadership) in UK settings. Several papers were commentaries, rather than research reports or literature reviews, and the authors included some practitioners reflecting on their experience. There was also a focus on local education authorities, which had a much stronger role in educational administration than they do in contemporary England, for example. These features of the early editions of EMAL are a product of the time, of course, but also reflect that educational administration was an emerging field with few scholars and limited knowledge production. I imagine that the founders of the journal, including the editor Meredydd Hughes, who later became a distinguished professor at the University of Birmingham, would barely recognise the journal in its present form but I hope they would appreciate that it has become a leading global journal publishing articles from all over the World. Its current position in the first quartile of the Education and Educational Research category of the Social Sciences Citation Index, with an impact factor of 4.208, is a source of pride for the current Editorial Board but this would not have been possible without the p
{"title":"EMAL is 50: Celebrating half a century disseminating high quality research and scholarship","authors":"T. Bush","doi":"10.1177/17411432211064909","DOIUrl":"https://doi.org/10.1177/17411432211064909","url":null,"abstract":"Happy New Year and welcome to volume 50 of EMAL. I hope you spotted the gold banner on the cover, added to celebrate our half-century. On a personal note, this is also the 20th volume for which I have responsibility as editor-in-chief. The March issue (volume 50.2) will be a 50th Anniversary Special Edition with longitudinal overview papers by members of the UK and International Boards. This will be a very significant issue – not to be missed. We are also celebrating a new contract between EMAL’s owner, the British Educational Leadership, Management and Administration Society (BELMAS) and its publishing partner, Sage, to publish EMAL and our sibling journal, Management in Education, until 2026. This is good news for EMAL, and we are delighted to extend the partnership. The new contract provides for electronic access to BELMAS journals but not for print copies. However, BELMAS Council has decided to continue print copies for BELMAS members during EMAL’s 50th Anniversary Year. From 2023, members wishing to retain print copies will need to pay an additional membership fee. If you are not currently a BELMAS member, you can find out more at www.belmas.org.uk. In this first issue of our anniversary year, I offer some reflections on the 50 years of EMAL. The first edition of the journal was published in June 1972 with the title of Educational Administration. Strangely, the second issue of volume 1 was published in March 1973. Throughout the 1970s, there were only two issues per volume. This increased to three each year in the 1980s and to four in the 1990s. This continued until 2009, when the current pattern of six editions of each volume was introduced. The first volume was also very different in other ways. All the articles were written by UK authors and focused on administration and management (no sign of leadership) in UK settings. Several papers were commentaries, rather than research reports or literature reviews, and the authors included some practitioners reflecting on their experience. There was also a focus on local education authorities, which had a much stronger role in educational administration than they do in contemporary England, for example. These features of the early editions of EMAL are a product of the time, of course, but also reflect that educational administration was an emerging field with few scholars and limited knowledge production. I imagine that the founders of the journal, including the editor Meredydd Hughes, who later became a distinguished professor at the University of Birmingham, would barely recognise the journal in its present form but I hope they would appreciate that it has become a leading global journal publishing articles from all over the World. Its current position in the first quartile of the Education and Educational Research category of the Social Sciences Citation Index, with an impact factor of 4.208, is a source of pride for the current Editorial Board but this would not have been possible without the p","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"31 1","pages":"3 - 5"},"PeriodicalIF":3.6,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85636951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-30DOI: 10.1177/17411432211070893
N. Kolleck
{"title":"CORRIGENDUM to “Trust in cross-sector alliances: Towards a theory of relational trust in multi-professional education networks”","authors":"N. Kolleck","doi":"10.1177/17411432211070893","DOIUrl":"https://doi.org/10.1177/17411432211070893","url":null,"abstract":"","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"352 1","pages":"NP1 - NP1"},"PeriodicalIF":3.6,"publicationDate":"2021-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77320397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-23DOI: 10.1177/17411432211064428
Yasser F. Hendawy Al-Mahdy, Philip Hallinger, M. Emam, Waheed Hammad, K. Alabri, Khalsa Al-Harthi
Lagging student performance in the Sultanate of Oman has, in recent years, led the Ministry of Education to target teachers’ professional learning as a key strategic pillar in its efforts to reform the education system. While international evidence finds principal leadership can make a meaningful difference in teacher engagement in professional learning, this has yet to be studied in Arab societies. The current study collected data from 887 teachers in 78 Omani middle schools with the aim of understanding if and how their principals’ learning-centered leadership influences teacher agency, teacher trust and teacher professional learning. Factor analysis, structural equation modelling, and bootstrapping were used to explore both partial and full mediation models of these relationships. Results validated a partial mediation model in which learning-centered leadership had moderate direct and indirect effects on teacher professional learning. The validated model also highlights the important role that principals can play in creating a climate of trust where teachers believe that investing their time and effort in professional learning will be beneficial for themselves and their schools. The results from Oman are compared with findings from other Asian societies and implications discussed.
{"title":"Supporting teacher professional learning in Oman: The effects of principal leadership, teacher trust, and teacher agency","authors":"Yasser F. Hendawy Al-Mahdy, Philip Hallinger, M. Emam, Waheed Hammad, K. Alabri, Khalsa Al-Harthi","doi":"10.1177/17411432211064428","DOIUrl":"https://doi.org/10.1177/17411432211064428","url":null,"abstract":"Lagging student performance in the Sultanate of Oman has, in recent years, led the Ministry of Education to target teachers’ professional learning as a key strategic pillar in its efforts to reform the education system. While international evidence finds principal leadership can make a meaningful difference in teacher engagement in professional learning, this has yet to be studied in Arab societies. The current study collected data from 887 teachers in 78 Omani middle schools with the aim of understanding if and how their principals’ learning-centered leadership influences teacher agency, teacher trust and teacher professional learning. Factor analysis, structural equation modelling, and bootstrapping were used to explore both partial and full mediation models of these relationships. Results validated a partial mediation model in which learning-centered leadership had moderate direct and indirect effects on teacher professional learning. The validated model also highlights the important role that principals can play in creating a climate of trust where teachers believe that investing their time and effort in professional learning will be beneficial for themselves and their schools. The results from Oman are compared with findings from other Asian societies and implications discussed.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"3 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73093240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-23DOI: 10.1177/17411432211057350
B. Arnold, M. Rahimi, Phillip F. Riley
Offensive behaviour towards school employees is widespread and involves a number of potentially harmful acts. There is evidence that school employees’ experiences of offensive behaviour are shaped by demographic, role and school-based factors that mediate the likelihood of victimisation. However, very few studies have investigated the prevalence and correlates of offensive behaviour against school leaders. This study analysed 13,028 survey responses from the Australia Principal Occupational Health, Safety and Wellbeing survey that were completed between the years 2011 and 2019. The analysis determined the prevalence of bullying, threats of violence and physical violence against government school leaders, the main perpetrators of these offenses and the moderating effects of key socio-demographic factors. Results from the study demonstrated that considerable proportions of Australian government school leaders were subjected to offensive behaviour with an average (pooled) prevalence of 36.2% for bullying, 48.6% for threats of violence and 38.7% for physical violence. School leaders report that students and parents are responsible for most offensive behaviours, but that colleagues also contribute considerably to incidents of bullying. Our findings illustrate that offensive behaviours against Australian school leaders are very high and that particular groups of school leaders are at elevated risk of victimization, especially female school leaders and to a lesser extent assistant principals and those inner or outer regional areas.
{"title":"Offensive behaviours against school leaders: Prevalence, perpetrators and mediators in Australian government schools","authors":"B. Arnold, M. Rahimi, Phillip F. Riley","doi":"10.1177/17411432211057350","DOIUrl":"https://doi.org/10.1177/17411432211057350","url":null,"abstract":"Offensive behaviour towards school employees is widespread and involves a number of potentially harmful acts. There is evidence that school employees’ experiences of offensive behaviour are shaped by demographic, role and school-based factors that mediate the likelihood of victimisation. However, very few studies have investigated the prevalence and correlates of offensive behaviour against school leaders. This study analysed 13,028 survey responses from the Australia Principal Occupational Health, Safety and Wellbeing survey that were completed between the years 2011 and 2019. The analysis determined the prevalence of bullying, threats of violence and physical violence against government school leaders, the main perpetrators of these offenses and the moderating effects of key socio-demographic factors. Results from the study demonstrated that considerable proportions of Australian government school leaders were subjected to offensive behaviour with an average (pooled) prevalence of 36.2% for bullying, 48.6% for threats of violence and 38.7% for physical violence. School leaders report that students and parents are responsible for most offensive behaviours, but that colleagues also contribute considerably to incidents of bullying. Our findings illustrate that offensive behaviours against Australian school leaders are very high and that particular groups of school leaders are at elevated risk of victimization, especially female school leaders and to a lesser extent assistant principals and those inner or outer regional areas.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"17 5 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81247169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-22DOI: 10.1177/17411432211061439
Alireza Tamadoni, R. Hosseingholizadeh, M. Bellibaş
The function of school leadership has been significantly changed by the multi-layered school context to meet the demands of stakeholders. Increasing autonomy and accountability pressures have made it difficult to maintain the balance of principals’ tasks, which gives rise to a variety of challenges. This study adopted a descriptive quantitative form of a systematic review to analyse 169 related studies about the challenges faced principals and research-informed coping solutions for such challenges published in the international journals indexed by the WoS, SCOPUS, and ERIC databases between 2001 and 2020. This analysis identified 734 contextual challenges, including challenges related to principals’ roles and actions (31%) influenced by institutional contexts (24%), socio-cultural contexts (11%), stakeholders (3.4%), and parents (5.2%). Additional contextual challenges were related to the leading staff (6%) and teachers (7.9%). Finally, 11.2% of the contextual challenges corresponded with concerns about student performance. This research highlights the need for modifying leadership preparation programs in a context sensitive manner, active participation of all stakeholders in setting school targets and methods for achieving them, and creating a supportive culture that encourages mutual progressive trust between governments, local communities, and school principals.
{"title":"A systematic review of key contextual challenges facing school principals: Research-informed coping solutions","authors":"Alireza Tamadoni, R. Hosseingholizadeh, M. Bellibaş","doi":"10.1177/17411432211061439","DOIUrl":"https://doi.org/10.1177/17411432211061439","url":null,"abstract":"The function of school leadership has been significantly changed by the multi-layered school context to meet the demands of stakeholders. Increasing autonomy and accountability pressures have made it difficult to maintain the balance of principals’ tasks, which gives rise to a variety of challenges. This study adopted a descriptive quantitative form of a systematic review to analyse 169 related studies about the challenges faced principals and research-informed coping solutions for such challenges published in the international journals indexed by the WoS, SCOPUS, and ERIC databases between 2001 and 2020. This analysis identified 734 contextual challenges, including challenges related to principals’ roles and actions (31%) influenced by institutional contexts (24%), socio-cultural contexts (11%), stakeholders (3.4%), and parents (5.2%). Additional contextual challenges were related to the leading staff (6%) and teachers (7.9%). Finally, 11.2% of the contextual challenges corresponded with concerns about student performance. This research highlights the need for modifying leadership preparation programs in a context sensitive manner, active participation of all stakeholders in setting school targets and methods for achieving them, and creating a supportive culture that encourages mutual progressive trust between governments, local communities, and school principals.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"31 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81560174","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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