Pub Date : 2024-07-23DOI: 10.1177/08920206241265313
Mursidin Yusuf
{"title":"Book Review: Educational Leadership and Asian Culture: Culturally Sensitive Leadership Practice by Peng Liu and Lei Mee Thien","authors":"Mursidin Yusuf","doi":"10.1177/08920206241265313","DOIUrl":"https://doi.org/10.1177/08920206241265313","url":null,"abstract":"","PeriodicalId":503041,"journal":{"name":"Management in Education","volume":"124 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141811554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-23DOI: 10.1177/08920206241266731
Z. A. Dami
This study aimed to analyse servant leadership's attributes in the theory and practice of critical pedagogy and find commonalities that produce an integrative model that will answer to the school leadership of neoliberalism. The study found an integrative model between servant leadership style and critical pedagogy that includes similar attributes of servant leadership and critical pedagogy related to the dimensions of transcendental spirituality, emotional healing and putting students first, creating value for the community, empowering students and helping students develop and succeed, demonstrating conceptual skills and behaving ethically. This integrative model is a constructive answer to the implementation of school leadership of neoliberalism.
{"title":"Integrative model of servant leadership style and critical pedagogy: Answers to school leadership of neoliberalism","authors":"Z. A. Dami","doi":"10.1177/08920206241266731","DOIUrl":"https://doi.org/10.1177/08920206241266731","url":null,"abstract":"This study aimed to analyse servant leadership's attributes in the theory and practice of critical pedagogy and find commonalities that produce an integrative model that will answer to the school leadership of neoliberalism. The study found an integrative model between servant leadership style and critical pedagogy that includes similar attributes of servant leadership and critical pedagogy related to the dimensions of transcendental spirituality, emotional healing and putting students first, creating value for the community, empowering students and helping students develop and succeed, demonstrating conceptual skills and behaving ethically. This integrative model is a constructive answer to the implementation of school leadership of neoliberalism.","PeriodicalId":503041,"journal":{"name":"Management in Education","volume":"36 51","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141813957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-22DOI: 10.1177/08920206241253431
Nathern S. A. Okilwa, Bruce Barnett
The onset of COVID-19 in March 2020 presented unprecedented disruption to the education systems across the globe. Given that school leaders were at the forefront of guiding schools during the tumultuous times, the purpose of this article is to highlight the aftereffects of the COVID-19 pandemic on schools and examine how school leaders addressed these challenges, particularly the lingering social-emotional disruptions the students and teachers are experiencing. This qualitative study utilized an online survey to collect the perspectives of South Texas school leaders on the challenging circumstances of the COVID-19 pandemic. The findings are organized by: leadership experiences during the COVID-19 pandemic (lessons learned and critical practices), additional knowledge and skills (social-emotional well-being, resources to address social-emotional well-being, and parental engagement), and suggestions for preparation programs (students’ social-emotional learning (SEL) and teachers’ well-being). The scale of emerging pandemic-related challenges has left school leaders scrambling to seek innovative approaches to maintain a safe and orderly teaching and learning environment. Implementing SEL for students and educators seems to hold promise.
{"title":"Dealing with the social-emotional effects of the COVID-19 pandemic: School administrators’ leadership experiences in Texas, USA","authors":"Nathern S. A. Okilwa, Bruce Barnett","doi":"10.1177/08920206241253431","DOIUrl":"https://doi.org/10.1177/08920206241253431","url":null,"abstract":"The onset of COVID-19 in March 2020 presented unprecedented disruption to the education systems across the globe. Given that school leaders were at the forefront of guiding schools during the tumultuous times, the purpose of this article is to highlight the aftereffects of the COVID-19 pandemic on schools and examine how school leaders addressed these challenges, particularly the lingering social-emotional disruptions the students and teachers are experiencing. This qualitative study utilized an online survey to collect the perspectives of South Texas school leaders on the challenging circumstances of the COVID-19 pandemic. The findings are organized by: leadership experiences during the COVID-19 pandemic (lessons learned and critical practices), additional knowledge and skills (social-emotional well-being, resources to address social-emotional well-being, and parental engagement), and suggestions for preparation programs (students’ social-emotional learning (SEL) and teachers’ well-being). The scale of emerging pandemic-related challenges has left school leaders scrambling to seek innovative approaches to maintain a safe and orderly teaching and learning environment. Implementing SEL for students and educators seems to hold promise.","PeriodicalId":503041,"journal":{"name":"Management in Education","volume":"97 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141111564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-06DOI: 10.1177/08920206241253072
Rida Blaik
{"title":"Book Review: Advanced Theories of Educational Leadership: Unravelling the Rhetoric by Khalid Arar and Izhar Oplatka","authors":"Rida Blaik","doi":"10.1177/08920206241253072","DOIUrl":"https://doi.org/10.1177/08920206241253072","url":null,"abstract":"","PeriodicalId":503041,"journal":{"name":"Management in Education","volume":"350 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141006859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-06DOI: 10.1177/08920206241251404
Eleanor Su-Keene, David E. DeMatthews, Alex C. Keene
The purpose of this conceptual paper is to highlight the impacts of psychological and biological health on the principalship, particularly as it relates to sleep. Job-related stress, heavy workloads, and unpredictable work schedules can impact principals’ mental health, diet, and consumptive behaviors, which can disrupt the much-needed restorative sleep for healthy cognition, physiological functioning, and efficacious leadership. We turn the field's attention towards the importance of quality sleep and how it impacts personal health and occupational performance. We provide a robust interdisciplinary review of literature on precursors and outcomes of poor sleep quality as it pertains to school leaders both personally and professionally. Empirical recommendations for improving sleep quality along with recommendations for preparation programs and the field of educational leadership are discussed.
{"title":"Are principals really tireless? Conceptualizing the role of sleep in school leadership","authors":"Eleanor Su-Keene, David E. DeMatthews, Alex C. Keene","doi":"10.1177/08920206241251404","DOIUrl":"https://doi.org/10.1177/08920206241251404","url":null,"abstract":"The purpose of this conceptual paper is to highlight the impacts of psychological and biological health on the principalship, particularly as it relates to sleep. Job-related stress, heavy workloads, and unpredictable work schedules can impact principals’ mental health, diet, and consumptive behaviors, which can disrupt the much-needed restorative sleep for healthy cognition, physiological functioning, and efficacious leadership. We turn the field's attention towards the importance of quality sleep and how it impacts personal health and occupational performance. We provide a robust interdisciplinary review of literature on precursors and outcomes of poor sleep quality as it pertains to school leaders both personally and professionally. Empirical recommendations for improving sleep quality along with recommendations for preparation programs and the field of educational leadership are discussed.","PeriodicalId":503041,"journal":{"name":"Management in Education","volume":"1 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141010848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-24DOI: 10.1177/08920206241240034
Richard Andersson, Karin Sälj
Although constituting a significant position in the daily practices and development of many school organizations, little is known regarding how the position of the deputy principal is organized. The purpose of this paper is to explore how Swedish principals organize for the deputy principal position by focusing on the triggers and factors constituting their sensemaking of the division of responsibilities. The paper provides an additional perspective by focusing on the interpretive aspects comprising the organizing processes. The paper draws from qualitative interview data from a larger study on deputy principals’ position in the Swedish school system. The results show how principals’ sensemaking is triggered by contextual cues and reform-driven factors that together create spaces of ambiguity in relation to the organizing of the deputy principals’ position. Principals make sense of these events based on personal- and identity-oriented beliefs, as well as frameworks and perceived expectations from municipal organizers.
{"title":"Organizing for deputy principalship in Swedish school organizations: The triggers and factors shaping the process","authors":"Richard Andersson, Karin Sälj","doi":"10.1177/08920206241240034","DOIUrl":"https://doi.org/10.1177/08920206241240034","url":null,"abstract":"Although constituting a significant position in the daily practices and development of many school organizations, little is known regarding how the position of the deputy principal is organized. The purpose of this paper is to explore how Swedish principals organize for the deputy principal position by focusing on the triggers and factors constituting their sensemaking of the division of responsibilities. The paper provides an additional perspective by focusing on the interpretive aspects comprising the organizing processes. The paper draws from qualitative interview data from a larger study on deputy principals’ position in the Swedish school system. The results show how principals’ sensemaking is triggered by contextual cues and reform-driven factors that together create spaces of ambiguity in relation to the organizing of the deputy principals’ position. Principals make sense of these events based on personal- and identity-oriented beliefs, as well as frameworks and perceived expectations from municipal organizers.","PeriodicalId":503041,"journal":{"name":"Management in Education","volume":" 34","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140386156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-28DOI: 10.1177/08920206241234769
Norma Ghamrawi, Najah A. R. Ghamrawi, Ayat Alshaer
This study explored the professional identities of four Arab women holding academic middle leadership roles in higher education within the Arab States Region. Employing a narrative inquiry approach and guided by the Dynamic Systems Model of Role Identity, the research investigates how these women leaders perceived their career trajectories and navigated their role identities. The study sheds light on the multifaceted nature of their identity negotiations, influenced by a complex interplay of circumstances, social processes, critical incidents, key individuals, and opportunities. Notably, the study brings attention to the pervasive challenges faced by these women, not only externally but also from internalized biases ingrained within the system, perpetuated even by fellow women. The intricacies of these identity negotiations are further contextualized within micro-political processes and the inherent asymmetrical distribution of power in organizational hierarchies, marked by androcentric dominance, and lack of trust. Despite these challenges, the narratives suggest that women in these roles actively embrace collaborative and inclusive leadership styles, potentially enhancing their effectiveness in navigating the complexities of higher education leadership.
{"title":"Academic middle leadership: An exploration of Arab women's professional identities in higher education","authors":"Norma Ghamrawi, Najah A. R. Ghamrawi, Ayat Alshaer","doi":"10.1177/08920206241234769","DOIUrl":"https://doi.org/10.1177/08920206241234769","url":null,"abstract":"This study explored the professional identities of four Arab women holding academic middle leadership roles in higher education within the Arab States Region. Employing a narrative inquiry approach and guided by the Dynamic Systems Model of Role Identity, the research investigates how these women leaders perceived their career trajectories and navigated their role identities. The study sheds light on the multifaceted nature of their identity negotiations, influenced by a complex interplay of circumstances, social processes, critical incidents, key individuals, and opportunities. Notably, the study brings attention to the pervasive challenges faced by these women, not only externally but also from internalized biases ingrained within the system, perpetuated even by fellow women. The intricacies of these identity negotiations are further contextualized within micro-political processes and the inherent asymmetrical distribution of power in organizational hierarchies, marked by androcentric dominance, and lack of trust. Despite these challenges, the narratives suggest that women in these roles actively embrace collaborative and inclusive leadership styles, potentially enhancing their effectiveness in navigating the complexities of higher education leadership.","PeriodicalId":503041,"journal":{"name":"Management in Education","volume":"15 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140419813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-26DOI: 10.1177/08920206241234774
Laura Guihen
{"title":"Book Review: Teaching in England Post-1988: Reflections and Career Histories by Joan Woodhouse","authors":"Laura Guihen","doi":"10.1177/08920206241234774","DOIUrl":"https://doi.org/10.1177/08920206241234774","url":null,"abstract":"","PeriodicalId":503041,"journal":{"name":"Management in Education","volume":"186 S501","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140428597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-13DOI: 10.1177/08920206241230603
Susannah Wilson
{"title":"Book Review: Inclusive Leadership: Equity and Belonging in Our Communities by Joanne Barnes, Michael J. Stevens, Bjørn Zakarias Ekelund and Karen Perham-Lippman","authors":"Susannah Wilson","doi":"10.1177/08920206241230603","DOIUrl":"https://doi.org/10.1177/08920206241230603","url":null,"abstract":"","PeriodicalId":503041,"journal":{"name":"Management in Education","volume":"37 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139840581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-13DOI: 10.1177/08920206241230603
Susannah Wilson
{"title":"Book Review: Inclusive Leadership: Equity and Belonging in Our Communities by Joanne Barnes, Michael J. Stevens, Bjørn Zakarias Ekelund and Karen Perham-Lippman","authors":"Susannah Wilson","doi":"10.1177/08920206241230603","DOIUrl":"https://doi.org/10.1177/08920206241230603","url":null,"abstract":"","PeriodicalId":503041,"journal":{"name":"Management in Education","volume":"137 45","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139780792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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