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":null,"pages":null},"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}
Pub Date : 2021-12-16DOI: 10.1177/17411432211067410
M. Brooker, T. Cumming, H. Logan
Typically, leadership is identified as a key to constructing high-quality early childhood education services and creating provisions to promote children's successful outcomes. However, leadership does not occur in isolation. Organisational management scholars point out that success in organisations is mostly reliant on effective followers. Despite a long tradition of attention to the value of followership in organisational management literature, little attention is given to followership in early childhood education literature. This article reviews conceptualisations of followership from a broad body of literature from organisational management and higher education studies, and a small number of studies in early childhood education literature that mentioned followership. This small body of early childhood education literature is critiqued in connection with the broader body of literature. The analysis reveals three key themes concerning followership in early childhood education literature: the dominance of leader-centric ideas; a lack of conceptual clarity about the role and practices of followership; and early childhood educators’ qualifications typically determine who follows and who leads. This review contributes to increased understandings of the potential value of followership theories and practices in early childhood education.
{"title":"Followers and following in early childhood education workplaces: A narrative review of the followership literature","authors":"M. Brooker, T. Cumming, H. Logan","doi":"10.1177/17411432211067410","DOIUrl":"https://doi.org/10.1177/17411432211067410","url":null,"abstract":"Typically, leadership is identified as a key to constructing high-quality early childhood education services and creating provisions to promote children's successful outcomes. However, leadership does not occur in isolation. Organisational management scholars point out that success in organisations is mostly reliant on effective followers. Despite a long tradition of attention to the value of followership in organisational management literature, little attention is given to followership in early childhood education literature. This article reviews conceptualisations of followership from a broad body of literature from organisational management and higher education studies, and a small number of studies in early childhood education literature that mentioned followership. This small body of early childhood education literature is critiqued in connection with the broader body of literature. The analysis reveals three key themes concerning followership in early childhood education literature: the dominance of leader-centric ideas; a lack of conceptual clarity about the role and practices of followership; and early childhood educators’ qualifications typically determine who follows and who leads. This review contributes to increased understandings of the potential value of followership theories and practices in early childhood education.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78895426","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 : 2021-12-16DOI: 10.1177/17411432211066274
Linda Evans
Intentionally provocative, this article identifies weaknesses in mainstream educational leadership scholarship, and draws upon ‘new wave’ critical leadership studies to propose a new, potentially paradigm-shifting, direction for the field. The central argument is that educational leadership researchers, in focusing predominantly on how institutional heads and other formal ‘leaders’ may best ‘do’ leadership, are addressing the wrong questions and setting off from the wrong departure point. The unit of analysis should shift, it is argued, from leadership to influence, within a new research agenda that replaces surface-level, causality-assumptive ‘how?’ and ‘why?’ questions that have shaped mainstream educational leadership research for over thirty years, with more fundamental ‘who? and ‘what?’ questions, aimed at identifying who is in fact doing the influencing. An aspect of such inquiry is leadership scepticism and agnosticism, which confronts the question: Does leadership exist, or is it a myth that we have reified? A highly original feature of the proposed new research agenda is the adoption of the author's theoretical notion of a singular unit of micro-level influence as an ‘epistemic object’ – a concept derived from STEMM research, denoting a vague and undefined potential focus of inquiry that may (or may not) turn out to be significant.
{"title":"Is leadership a myth? A ‘new wave’ critical leadership-focused research agenda for recontouring the landscape of educational leadership","authors":"Linda Evans","doi":"10.1177/17411432211066274","DOIUrl":"https://doi.org/10.1177/17411432211066274","url":null,"abstract":"Intentionally provocative, this article identifies weaknesses in mainstream educational leadership scholarship, and draws upon ‘new wave’ critical leadership studies to propose a new, potentially paradigm-shifting, direction for the field. The central argument is that educational leadership researchers, in focusing predominantly on how institutional heads and other formal ‘leaders’ may best ‘do’ leadership, are addressing the wrong questions and setting off from the wrong departure point. The unit of analysis should shift, it is argued, from leadership to influence, within a new research agenda that replaces surface-level, causality-assumptive ‘how?’ and ‘why?’ questions that have shaped mainstream educational leadership research for over thirty years, with more fundamental ‘who? and ‘what?’ questions, aimed at identifying who is in fact doing the influencing. An aspect of such inquiry is leadership scepticism and agnosticism, which confronts the question: Does leadership exist, or is it a myth that we have reified? A highly original feature of the proposed new research agenda is the adoption of the author's theoretical notion of a singular unit of micro-level influence as an ‘epistemic object’ – a concept derived from STEMM research, denoting a vague and undefined potential focus of inquiry that may (or may not) turn out to be significant.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87055071","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 : 2021-12-13DOI: 10.1177/17411432211064424
Hilde Forfang, J. Paulsen
Prior research has suggested that well-performing school leadership clusters around a set of general core practices, which appear to be effective across a range of national, social and cultural contexts, yet contingent of school leaders being responsive to context and responding appropriately to their different contextual demands when they employ these core practices. So far school leadership in rural regions has received only modest attention in leadership research. Therefore, this study was designed to explore the relationship between the core practices of school leaders, organizational school climate and student academic achievement in primary and lower secondary rural schools in a county in Norway. The research design involved a cross-sectional study based on ratings from 275 teachers situated in 20 rural schools, split into two sub-groups of 10 ‘high-performing’ and 10 ‘low-performing’ schools. The results from the multivariate analysis and comparisons between the sub-groups suggest that two distinct core practices of school leadership emerge as critical in Norwegian rural school settings. Further, the results indicate that in the higher performing rural schools, the teachers reported a more positive organizational school climate, with higher level of collaborative learning and self-confidence, than in the opposite sub-group.
{"title":"Linking school leaders’ core practices to organizational school climate and student achievements in Norwegian high-performing and low-performing rural schools","authors":"Hilde Forfang, J. Paulsen","doi":"10.1177/17411432211064424","DOIUrl":"https://doi.org/10.1177/17411432211064424","url":null,"abstract":"Prior research has suggested that well-performing school leadership clusters around a set of general core practices, which appear to be effective across a range of national, social and cultural contexts, yet contingent of school leaders being responsive to context and responding appropriately to their different contextual demands when they employ these core practices. So far school leadership in rural regions has received only modest attention in leadership research. Therefore, this study was designed to explore the relationship between the core practices of school leaders, organizational school climate and student academic achievement in primary and lower secondary rural schools in a county in Norway. The research design involved a cross-sectional study based on ratings from 275 teachers situated in 20 rural schools, split into two sub-groups of 10 ‘high-performing’ and 10 ‘low-performing’ schools. The results from the multivariate analysis and comparisons between the sub-groups suggest that two distinct core practices of school leadership emerge as critical in Norwegian rural school settings. Further, the results indicate that in the higher performing rural schools, the teachers reported a more positive organizational school climate, with higher level of collaborative learning and self-confidence, than in the opposite sub-group.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82513273","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 : 2021-12-13DOI: 10.1177/17411432211064436
Huang Wu, Jianping Shen, Patricia L. Reeves, Yunzheng Zheng, L. Ryan, D. Anderson
Despite the appeal of promoting and forming collaborative relationships between schools, empirical evidence for an association between school-to-school collaboration and school outcomes is still somewhat lacking. This study utilized data from 76 schools nested within 56 districts in the United States to examine the association between a school's reciprocal relationships and school outcomes by employing social network analysis and hierarchical linear modeling (HLM). After controlling for school and district demographic characteristics, we found the indices of reciprocal collaboration are associated with the school's 2018 student proficiency level in both math and reading and the growth in proficiency level between 2017 and 2018. The implications and limitations were discussed.
{"title":"The Relationship Between Reciprocal School-to-School Collaboration and Student Academic Achievement","authors":"Huang Wu, Jianping Shen, Patricia L. Reeves, Yunzheng Zheng, L. Ryan, D. Anderson","doi":"10.1177/17411432211064436","DOIUrl":"https://doi.org/10.1177/17411432211064436","url":null,"abstract":"Despite the appeal of promoting and forming collaborative relationships between schools, empirical evidence for an association between school-to-school collaboration and school outcomes is still somewhat lacking. This study utilized data from 76 schools nested within 56 districts in the United States to examine the association between a school's reciprocal relationships and school outcomes by employing social network analysis and hierarchical linear modeling (HLM). After controlling for school and district demographic characteristics, we found the indices of reciprocal collaboration are associated with the school's 2018 student proficiency level in both math and reading and the growth in proficiency level between 2017 and 2018. The implications and limitations were discussed.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84716627","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 : 2021-12-03DOI: 10.1177/17411432211051909
S. Gümüş, Mehmet Şükrü Bellibaş, S. Şen, Philip Hallinger
Despite the growing scholarly interest in the effects of principal leadership on student achievement, empirical evidence concerning how principal qualifications might be related to student learning outcomes has been limited. This study investigates the relationship between different principal qualifications (prior experience in teaching, principalship and other school management roles, formal education, principal training, and professional development) and student achievement by analyzing cross-national teaching and learning international survey and program on international student assessment data from seven countries. The results showed that experience in principalship and other school management positions, principal training, and participation in networking activities and teaching/pedagogy-focused seminars had small but statistically significant associations with student achievement, though the results were not consistent across different subjects. Level of education and years of teaching experience did not, however, predict student achievement. Implications of the findings are offered for policy and further research.
{"title":"Finding the missing link: Do principal qualifications make a difference in student achievement?","authors":"S. Gümüş, Mehmet Şükrü Bellibaş, S. Şen, Philip Hallinger","doi":"10.1177/17411432211051909","DOIUrl":"https://doi.org/10.1177/17411432211051909","url":null,"abstract":"Despite the growing scholarly interest in the effects of principal leadership on student achievement, empirical evidence concerning how principal qualifications might be related to student learning outcomes has been limited. This study investigates the relationship between different principal qualifications (prior experience in teaching, principalship and other school management roles, formal education, principal training, and professional development) and student achievement by analyzing cross-national teaching and learning international survey and program on international student assessment data from seven countries. The results showed that experience in principalship and other school management positions, principal training, and participation in networking activities and teaching/pedagogy-focused seminars had small but statistically significant associations with student achievement, though the results were not consistent across different subjects. Level of education and years of teaching experience did not, however, predict student achievement. Implications of the findings are offered for policy and further research.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87802194","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 : 2021-12-03DOI: 10.1177/17411432211061445
C. Tan, C. Dimmock, A. Walker
The present study aims to generate broad insights from the large corpus of literature on the associations between a comprehensive range of school leadership practices and student outcomes in different school contexts. Three-level meta-analysis of 493 independent effects from 108 studies published since 2000 showed that the mean effect size was small at r = 0.14. Effect sizes for leadership practices ranged from r’s = 0.10 to .26. Results underscored the importance of different types of leadership practices related to instructional management, enhancing teacher capacity, and engaging external stakeholders to improve student outcomes. School leadership practices were significantly associated with students’ academic achievement (in different subjects except science) and learning attitudes/processes but not attainment. Moderator analyses showed that school leadership effects were significant in studies using a school-level analysis but not in those using a lower-level of analysis. Additionally, school leadership effects were significant at different grade levels (G1–G6, G7–G12) and in research reported in different study types (articles, dissertations) and in different years (2000–2009, 2010–2018).
{"title":"How school leadership practices relate to student outcomes: Insights from a three-level meta-analysis","authors":"C. Tan, C. Dimmock, A. Walker","doi":"10.1177/17411432211061445","DOIUrl":"https://doi.org/10.1177/17411432211061445","url":null,"abstract":"The present study aims to generate broad insights from the large corpus of literature on the associations between a comprehensive range of school leadership practices and student outcomes in different school contexts. Three-level meta-analysis of 493 independent effects from 108 studies published since 2000 showed that the mean effect size was small at r = 0.14. Effect sizes for leadership practices ranged from r’s = 0.10 to .26. Results underscored the importance of different types of leadership practices related to instructional management, enhancing teacher capacity, and engaging external stakeholders to improve student outcomes. School leadership practices were significantly associated with students’ academic achievement (in different subjects except science) and learning attitudes/processes but not attainment. Moderator analyses showed that school leadership effects were significant in studies using a school-level analysis but not in those using a lower-level of analysis. Additionally, school leadership effects were significant at different grade levels (G1–G6, G7–G12) and in research reported in different study types (articles, dissertations) and in different years (2000–2009, 2010–2018).","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86730843","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 : 2021-11-29DOI: 10.1177/17411432211058942
Thida Kheang Dr
Despite the growing academic interests in educational leadership recently, hardly any of it has focused on post-conflict situations. This paper seeks to generate an understanding of the perspectives of primary school leaders in post-conflict Cambodia on the issues they face in the process of educational reconstruction and development and the strategies they adopt to deal with those issues. A qualitative research approach within the interpretivist paradigm was adopted to guide the study. Semi-structured interviews were used to collect data with 20 primary school leaders. Data were analysed using grounded theory data analysis methods, namely, open coding and analytic induction. The study argues that while there has been substantial progress in educational reconstruction generally in post-conflict Cambodia, primary school leaders face multiple issues in their day-to-day work. Some of the issues may be specifically attributed to the legacies of armed conflict and genocide while others may refer to the broader context of the developing world. The findings have implications for policy and practice in educational leadership and further research in the post-conflict and developing-country contexts.
{"title":"Leading educational reconstruction in post-conflict Cambodia: Perspectives of primary school leaders","authors":"Thida Kheang Dr","doi":"10.1177/17411432211058942","DOIUrl":"https://doi.org/10.1177/17411432211058942","url":null,"abstract":"Despite the growing academic interests in educational leadership recently, hardly any of it has focused on post-conflict situations. This paper seeks to generate an understanding of the perspectives of primary school leaders in post-conflict Cambodia on the issues they face in the process of educational reconstruction and development and the strategies they adopt to deal with those issues. A qualitative research approach within the interpretivist paradigm was adopted to guide the study. Semi-structured interviews were used to collect data with 20 primary school leaders. Data were analysed using grounded theory data analysis methods, namely, open coding and analytic induction. The study argues that while there has been substantial progress in educational reconstruction generally in post-conflict Cambodia, primary school leaders face multiple issues in their day-to-day work. Some of the issues may be specifically attributed to the legacies of armed conflict and genocide while others may refer to the broader context of the developing world. The findings have implications for policy and practice in educational leadership and further research in the post-conflict and developing-country contexts.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73457957","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 : 2021-11-29DOI: 10.1177/17411432211058939
Gopal Midha
This paper systematically reviews literature on meetings of the principal or principal meetings from 1970 to 2021. Even though meetings comprise the largest percentage of principal time, they have been overlooked as a topic of research. The purpose of this review is to study notations of meetings in academic literature and develop analytical insights on school leadership practice. The systematic literature search used keyword search, snowballing, and personal network references to yield 62 academic publications. The results of the review indicate that educational literature provides limited and often summative notations of principal meetings. Importantly, the limited notations are still able to illuminate and nuance three dimensions of school principalship – bridging, bending, and balancing. Further, three possible conceptualizations of principal meetings as waste of time, familiar events, and intervention tools provide analytical insights into meetings as a microcosm of school principal practice. Implications for theory, practice, and further research are provided.
{"title":"School leadership writ small: Meetings and school principal practice","authors":"Gopal Midha","doi":"10.1177/17411432211058939","DOIUrl":"https://doi.org/10.1177/17411432211058939","url":null,"abstract":"This paper systematically reviews literature on meetings of the principal or principal meetings from 1970 to 2021. Even though meetings comprise the largest percentage of principal time, they have been overlooked as a topic of research. The purpose of this review is to study notations of meetings in academic literature and develop analytical insights on school leadership practice. The systematic literature search used keyword search, snowballing, and personal network references to yield 62 academic publications. The results of the review indicate that educational literature provides limited and often summative notations of principal meetings. Importantly, the limited notations are still able to illuminate and nuance three dimensions of school principalship – bridging, bending, and balancing. Further, three possible conceptualizations of principal meetings as waste of time, familiar events, and intervention tools provide analytical insights into meetings as a microcosm of school principal practice. Implications for theory, practice, and further research are provided.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81368310","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 : 2021-11-29DOI: 10.1177/17411432211051907
Jacqueline Baxter, K. Jewitt
Changes to the structure of English education because of decentralisation policy, particularly since 2010, have resulted in the creation of large groupings of schools – multi-academy trusts, organisations with multi-level governance structures, set out in schemes of delegation. Although the government has demanded absolute clarity on the role and remit of each part of the structure and the relationship and reporting between them, recent research suggests that there is little clarity or consistency in the role and function of board structures, with members often confused about their roles. This study draws on data from a funded project to examine: What level of consistency there is in multi-academy trust schemes of delegation, and what evidence is there that schemes of delegation align with sensemaking models of board members? The article concludes with a discussion on what the findings imply for use of schemes of delegation as useful tools for board member sensemaking in multi-academy trusts; revealing that although they can be useful tools for sensemaking, their usage varies a great deal between boards and board members.
{"title":"The scheme of delegation as a sensemaking framework in multi-academy trusts in England: Useful tool or constraint?","authors":"Jacqueline Baxter, K. Jewitt","doi":"10.1177/17411432211051907","DOIUrl":"https://doi.org/10.1177/17411432211051907","url":null,"abstract":"Changes to the structure of English education because of decentralisation policy, particularly since 2010, have resulted in the creation of large groupings of schools – multi-academy trusts, organisations with multi-level governance structures, set out in schemes of delegation. Although the government has demanded absolute clarity on the role and remit of each part of the structure and the relationship and reporting between them, recent research suggests that there is little clarity or consistency in the role and function of board structures, with members often confused about their roles. This study draws on data from a funded project to examine: What level of consistency there is in multi-academy trust schemes of delegation, and what evidence is there that schemes of delegation align with sensemaking models of board members? The article concludes with a discussion on what the findings imply for use of schemes of delegation as useful tools for board member sensemaking in multi-academy trusts; revealing that although they can be useful tools for sensemaking, their usage varies a great deal between boards and board members.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88528517","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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