Pub Date : 2024-06-04DOI: 10.1177/0013161x241257246
Matthew Shirrell, Anshu Saha
Purpose: Teacher leadership distinguishes, implicitly or explicitly, among teachers based on their expertise, but the notion of teaching expertise is contested, even among educators. Despite the potential for expert teachers to positively influence their colleagues’ practices, we know little about the supports and obstacles to expert teacher leadership. This study examines the ways that the leadership of a particular group of expert teachers—National-Board-certified teachers—is understood and enacted in schools. Methods: Survey data from staff in six elementary schools were used to analyze Board-certified teachers’ centrality in their schools’ work-related social networks. Survey results were used to select 26 participants for semistructured interviews focused on their understandings of the relationships between teaching expertise, Board certification, and leadership, which were analyzed using alternating rounds of open and closed coding. Findings: Board-certified teachers were more central to their schools’ networks than non-Board-certified teachers, although Board-certified teachers interacted with one another more than with non-Board-certified teachers. Board-certified teachers were seen as having expanded influence beyond their classrooms, which some saw as supporting their leadership, but others saw as disconnected from, or even undermining, their leadership. Implications for Research and Practice: Teacher leadership requires a supporting infrastructure in the form of leadership positions, routines, and tools that align with leaders’ expertise. Developing a shared understanding of teaching expertise is key to Board-certified teacher leadership, as well as other teacher leadership efforts.
{"title":"All Dressed Up With No Place to Go? National Board Certification and Teacher Leadership","authors":"Matthew Shirrell, Anshu Saha","doi":"10.1177/0013161x241257246","DOIUrl":"https://doi.org/10.1177/0013161x241257246","url":null,"abstract":"Purpose: Teacher leadership distinguishes, implicitly or explicitly, among teachers based on their expertise, but the notion of teaching expertise is contested, even among educators. Despite the potential for expert teachers to positively influence their colleagues’ practices, we know little about the supports and obstacles to expert teacher leadership. This study examines the ways that the leadership of a particular group of expert teachers—National-Board-certified teachers—is understood and enacted in schools. Methods: Survey data from staff in six elementary schools were used to analyze Board-certified teachers’ centrality in their schools’ work-related social networks. Survey results were used to select 26 participants for semistructured interviews focused on their understandings of the relationships between teaching expertise, Board certification, and leadership, which were analyzed using alternating rounds of open and closed coding. Findings: Board-certified teachers were more central to their schools’ networks than non-Board-certified teachers, although Board-certified teachers interacted with one another more than with non-Board-certified teachers. Board-certified teachers were seen as having expanded influence beyond their classrooms, which some saw as supporting their leadership, but others saw as disconnected from, or even undermining, their leadership. Implications for Research and Practice: Teacher leadership requires a supporting infrastructure in the form of leadership positions, routines, and tools that align with leaders’ expertise. Developing a shared understanding of teaching expertise is key to Board-certified teacher leadership, as well as other teacher leadership efforts.","PeriodicalId":503827,"journal":{"name":"Educational Administration Quarterly","volume":"163 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141387109","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 : 2024-05-15DOI: 10.1177/0013161x241253288
Tobias Richard
Purpose: This study aimed to explore the relationship between the psycho-social working conditions of novice school leaders and their turnover intentions, focusing on potential variations across public- and private schools and school levels. Research Methods: We invited all novice school leaders (n = 3,389) enrolled in the in-service Swedish Principal Training Program to participate in an extensive survey, with a 65% (n = 1,998) response rate. The survey investigated turnover intentions, working conditions, prerequisites, and organizational ambiguity. The collected survey data, in combination with official data, were analyzed using ANOVA's to identify differences across actors and school levels, and linear regressions to investigate factors explaining turnover intentions. Findings: The findings revealed higher turnover intentions among public school leaders compared to private school leaders. This was attributed to differences in prerequisites and organizational ambiguity. All novice school leaders exhibited similar patterns regarding factors strongly associated with turnover intention, despite actor and school level affiliation. Specific levels of demand, autonomy, and support combined, predicted turnover intentions among novice school leaders with notable accuracy. Implications for Research and Practice: The study has profound implications for stakeholders in the educational system striving to decrease novice school leader turnover. Providing adequate working conditions emerges as a key factor for nurturing and retaining school leaders from the novice pool, offering insights into strategies for managing leadership transition in schools.
{"title":"Novice School Leaders’ Turnover Intentions: The Role of Working Conditions and Organizational Factors","authors":"Tobias Richard","doi":"10.1177/0013161x241253288","DOIUrl":"https://doi.org/10.1177/0013161x241253288","url":null,"abstract":"Purpose: This study aimed to explore the relationship between the psycho-social working conditions of novice school leaders and their turnover intentions, focusing on potential variations across public- and private schools and school levels. Research Methods: We invited all novice school leaders (n = 3,389) enrolled in the in-service Swedish Principal Training Program to participate in an extensive survey, with a 65% (n = 1,998) response rate. The survey investigated turnover intentions, working conditions, prerequisites, and organizational ambiguity. The collected survey data, in combination with official data, were analyzed using ANOVA's to identify differences across actors and school levels, and linear regressions to investigate factors explaining turnover intentions. Findings: The findings revealed higher turnover intentions among public school leaders compared to private school leaders. This was attributed to differences in prerequisites and organizational ambiguity. All novice school leaders exhibited similar patterns regarding factors strongly associated with turnover intention, despite actor and school level affiliation. Specific levels of demand, autonomy, and support combined, predicted turnover intentions among novice school leaders with notable accuracy. Implications for Research and Practice: The study has profound implications for stakeholders in the educational system striving to decrease novice school leader turnover. Providing adequate working conditions emerges as a key factor for nurturing and retaining school leaders from the novice pool, offering insights into strategies for managing leadership transition in schools.","PeriodicalId":503827,"journal":{"name":"Educational Administration Quarterly","volume":"24 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140972652","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 : 2024-02-11DOI: 10.1177/0013161x241230527
Minahil Asim, Sheena Bell, Michael Boakye-Yiadom, H. Nudzor, Karen Mundy
Background: Subnational actors and organizations are crucial mediators of policy implementation due to their proximity to schools. However, in low- and middle-income country contexts, little is known about their management practices and factors that shape the adoption of these practices to improve education delivery. Purpose: We explore the management context of five District Education Directorates in Ghana, and the factors that enable or constrain them to plan and implement policy. Participants: Forty-three interviews and focus groups with regional and district education officials, district political actors, and basic education school headteachers and teachers. Research Design: A qualitative study of semistructured interviews, focus groups, and education policy and planning documents. Analysis: To understand how policy implementation happens within complex, multitiered bureaucracies, our theoretical framework uses four management functions described in Williams et al. (2021) to explore two different paradigms of how to change public bureaucracies: target setting and prioritization; measurement and monitoring; accountability and incentives; and problem-solving. We coded and analyzed our data based on this framework and developed district-wide narrative memos to synthesize the findings. Findings: We identify three areas of (mis)alignment in management practices: across bureaucratic levels and among actors; around clear and consistent priorities for learning; in expected actions and availability of resources. These (mis)alignments can constrain or be leveraged by districts to improve education delivery in Ghana. Implications: We argue for better prioritization of goals toward learning and the efficient allocation of funds for management practices typical of effective organizations.
背景：国家以下一级的行为者和组织由于接近学校而成为政策实施的重要中介。然而，在中低收入国家，人们对他们的管理实践以及影响采用这些实践来改善教育交付的因素知之甚少。目的：我们探讨了加纳五个地区教育局的管理情况，以及促使或制约他们规划和实施政策的因素。参与人员：与地区和县教育官员、县政治人物、基础教育学校校长和教师进行了 43 次访谈和焦点小组讨论。研究设计：对半结构式访谈、焦点小组以及教育政策和规划文件进行定性研究。分析：为了了解政策是如何在复杂、多层次的官僚机构中实施的，我们的理论框架采用了 Williams 等人（2021 年）所描述的四种管理功能，以探讨如何改变公共官僚机构的两种不同范式：目标设定和优先顺序；衡量和监控；问责制和激励机制；以及解决问题。我们根据这一框架对数据进行了编码和分析，并在全区范围内编写了叙述性备忘录，以综合研究结果。研究结果：我们发现在管理实践中存在三个（不）一致的方面：跨官僚层级和参与者之间的不一致；围绕明确一致的学习优先事项的不一致；预期行动和资源可用性方面的不一致。这些（错误）协调既可以制约也可以被各地区利用，以改善加纳的教育交付。影响：我们认为，应更好地确定学习目标的优先次序，并为有效组织的典型管理做法有效分配资金。
{"title":"Management Practices and Implementation Challenges in District Education Directorates in Ghana","authors":"Minahil Asim, Sheena Bell, Michael Boakye-Yiadom, H. Nudzor, Karen Mundy","doi":"10.1177/0013161x241230527","DOIUrl":"https://doi.org/10.1177/0013161x241230527","url":null,"abstract":"Background: Subnational actors and organizations are crucial mediators of policy implementation due to their proximity to schools. However, in low- and middle-income country contexts, little is known about their management practices and factors that shape the adoption of these practices to improve education delivery. Purpose: We explore the management context of five District Education Directorates in Ghana, and the factors that enable or constrain them to plan and implement policy. Participants: Forty-three interviews and focus groups with regional and district education officials, district political actors, and basic education school headteachers and teachers. Research Design: A qualitative study of semistructured interviews, focus groups, and education policy and planning documents. Analysis: To understand how policy implementation happens within complex, multitiered bureaucracies, our theoretical framework uses four management functions described in Williams et al. (2021) to explore two different paradigms of how to change public bureaucracies: target setting and prioritization; measurement and monitoring; accountability and incentives; and problem-solving. We coded and analyzed our data based on this framework and developed district-wide narrative memos to synthesize the findings. Findings: We identify three areas of (mis)alignment in management practices: across bureaucratic levels and among actors; around clear and consistent priorities for learning; in expected actions and availability of resources. These (mis)alignments can constrain or be leveraged by districts to improve education delivery in Ghana. Implications: We argue for better prioritization of goals toward learning and the efficient allocation of funds for management practices typical of effective organizations.","PeriodicalId":503827,"journal":{"name":"Educational Administration Quarterly","volume":"46 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139845445","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 : 2024-02-11DOI: 10.1177/0013161x241230527
Minahil Asim, Sheena Bell, Michael Boakye-Yiadom, H. Nudzor, Karen Mundy
Background: Subnational actors and organizations are crucial mediators of policy implementation due to their proximity to schools. However, in low- and middle-income country contexts, little is known about their management practices and factors that shape the adoption of these practices to improve education delivery. Purpose: We explore the management context of five District Education Directorates in Ghana, and the factors that enable or constrain them to plan and implement policy. Participants: Forty-three interviews and focus groups with regional and district education officials, district political actors, and basic education school headteachers and teachers. Research Design: A qualitative study of semistructured interviews, focus groups, and education policy and planning documents. Analysis: To understand how policy implementation happens within complex, multitiered bureaucracies, our theoretical framework uses four management functions described in Williams et al. (2021) to explore two different paradigms of how to change public bureaucracies: target setting and prioritization; measurement and monitoring; accountability and incentives; and problem-solving. We coded and analyzed our data based on this framework and developed district-wide narrative memos to synthesize the findings. Findings: We identify three areas of (mis)alignment in management practices: across bureaucratic levels and among actors; around clear and consistent priorities for learning; in expected actions and availability of resources. These (mis)alignments can constrain or be leveraged by districts to improve education delivery in Ghana. Implications: We argue for better prioritization of goals toward learning and the efficient allocation of funds for management practices typical of effective organizations.
背景：国家以下一级的行为者和组织由于接近学校而成为政策实施的重要中介。然而，在中低收入国家，人们对他们的管理实践以及影响采用这些实践来改善教育交付的因素知之甚少。目的：我们探讨了加纳五个地区教育局的管理情况，以及促使或制约他们规划和实施政策的因素。参与人员：与地区和县教育官员、县政治人物、基础教育学校校长和教师进行了 43 次访谈和焦点小组讨论。研究设计：对半结构式访谈、焦点小组以及教育政策和规划文件进行定性研究。分析：为了了解政策是如何在复杂、多层次的官僚机构中实施的，我们的理论框架采用了 Williams 等人（2021 年）所描述的四种管理功能，以探讨如何改变公共官僚机构的两种不同范式：目标设定和优先顺序；衡量和监控；问责制和激励机制；以及解决问题。我们根据这一框架对数据进行了编码和分析，并在全区范围内编写了叙述性备忘录，以综合研究结果。研究结果：我们发现在管理实践中存在三个（不）一致的方面：跨官僚层级和参与者之间的不一致；围绕明确一致的学习优先事项的不一致；预期行动和资源可用性方面的不一致。这些（错误）协调既可以制约也可以被各地区利用，以改善加纳的教育交付。影响：我们认为，应更好地确定学习目标的优先次序，并为有效组织的典型管理做法有效分配资金。
{"title":"Management Practices and Implementation Challenges in District Education Directorates in Ghana","authors":"Minahil Asim, Sheena Bell, Michael Boakye-Yiadom, H. Nudzor, Karen Mundy","doi":"10.1177/0013161x241230527","DOIUrl":"https://doi.org/10.1177/0013161x241230527","url":null,"abstract":"Background: Subnational actors and organizations are crucial mediators of policy implementation due to their proximity to schools. However, in low- and middle-income country contexts, little is known about their management practices and factors that shape the adoption of these practices to improve education delivery. Purpose: We explore the management context of five District Education Directorates in Ghana, and the factors that enable or constrain them to plan and implement policy. Participants: Forty-three interviews and focus groups with regional and district education officials, district political actors, and basic education school headteachers and teachers. Research Design: A qualitative study of semistructured interviews, focus groups, and education policy and planning documents. Analysis: To understand how policy implementation happens within complex, multitiered bureaucracies, our theoretical framework uses four management functions described in Williams et al. (2021) to explore two different paradigms of how to change public bureaucracies: target setting and prioritization; measurement and monitoring; accountability and incentives; and problem-solving. We coded and analyzed our data based on this framework and developed district-wide narrative memos to synthesize the findings. Findings: We identify three areas of (mis)alignment in management practices: across bureaucratic levels and among actors; around clear and consistent priorities for learning; in expected actions and availability of resources. These (mis)alignments can constrain or be leveraged by districts to improve education delivery in Ghana. Implications: We argue for better prioritization of goals toward learning and the efficient allocation of funds for management practices typical of effective organizations.","PeriodicalId":503827,"journal":{"name":"Educational Administration Quarterly","volume":"104 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139785315","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 : 2024-01-08DOI: 10.1177/0013161x231217226
Jingping Sun, Rong Zhang, Joseph Murphy, Sijia Zhang
Purpose: The purposes of this study were to: (a) meta-analyze the effects of academic press (AP) on K-12 student achievement in aggregate and in each examined learning subject; (b) meta-analyze the effect of school leadership of different leadership styles on AP; and (c) examine whether school level, subjects, and leadership or AP measures moderate these above-mentioned effects. Research Methods/Approach: Standard meta-analysis techniques were used to review 79 quantitative studies in the past 30 years and examine the multiple relationships between school leadership, AP, and student learning mentioned above. Heterogeneity analyses were conducted to identify moderators. Publication bias in these analysis results was also examined. Findings: AP had a large effect on student achievement; school leadership had a close to large effect on AP. These effects varied with leadership or AP measures and across school levels and student learning subjects. Implications for Research and Practice: The findings point to the importance of school leaders to improve student achievement by improving the level of AP in schools, especially high schools, and in schools with many economically disadvantaged students. Principals need to exercise a wide range of practices to push for academic excellence.
{"title":"The Effects of Academic Press on Student Learning and Its Malleability to School Leadership: A Meta-Analysis of 30 Years of Research","authors":"Jingping Sun, Rong Zhang, Joseph Murphy, Sijia Zhang","doi":"10.1177/0013161x231217226","DOIUrl":"https://doi.org/10.1177/0013161x231217226","url":null,"abstract":"Purpose: The purposes of this study were to: (a) meta-analyze the effects of academic press (AP) on K-12 student achievement in aggregate and in each examined learning subject; (b) meta-analyze the effect of school leadership of different leadership styles on AP; and (c) examine whether school level, subjects, and leadership or AP measures moderate these above-mentioned effects. Research Methods/Approach: Standard meta-analysis techniques were used to review 79 quantitative studies in the past 30 years and examine the multiple relationships between school leadership, AP, and student learning mentioned above. Heterogeneity analyses were conducted to identify moderators. Publication bias in these analysis results was also examined. Findings: AP had a large effect on student achievement; school leadership had a close to large effect on AP. These effects varied with leadership or AP measures and across school levels and student learning subjects. Implications for Research and Practice: The findings point to the importance of school leaders to improve student achievement by improving the level of AP in schools, especially high schools, and in schools with many economically disadvantaged students. Principals need to exercise a wide range of practices to push for academic excellence.","PeriodicalId":503827,"journal":{"name":"Educational Administration Quarterly","volume":"31 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139447478","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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