Pub Date : 2023-05-10DOI: 10.1177/19427751231174249
Sandra Vázquez-Toledo, Cecilia Latorre-Cosculluela, Marta Liesa Orús
The leader has the responsibility of creating participatory management models that demand competencies in accordance with institutional challenges. This study aims to analyze the functions, areas of action and deficiencies perceived by teachers and members of management teams in a leader’s professional performance. From a quantitative methodological approach, 251 managers and teachers of urban public schools participated in the study. The results show that current conditions do not always offer the possibility of exercising pedagogical and democratic leadership. Excess bureaucratic tasks and lack of training to perform them are mentioned.
{"title":"Towards an Educational Leadership: Functions and Failures Perceived by Teachers and Management Teams","authors":"Sandra Vázquez-Toledo, Cecilia Latorre-Cosculluela, Marta Liesa Orús","doi":"10.1177/19427751231174249","DOIUrl":"https://doi.org/10.1177/19427751231174249","url":null,"abstract":"The leader has the responsibility of creating participatory management models that demand competencies in accordance with institutional challenges. This study aims to analyze the functions, areas of action and deficiencies perceived by teachers and members of management teams in a leader’s professional performance. From a quantitative methodological approach, 251 managers and teachers of urban public schools participated in the study. The results show that current conditions do not always offer the possibility of exercising pedagogical and democratic leadership. Excess bureaucratic tasks and lack of training to perform them are mentioned.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45076938","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 : 2023-05-09DOI: 10.1177/19427751231170243
Kay M. Cunningham, Virginia Snodgrass Rangel, Chad R. Lochmiller, Matthew Farmer
This study extends existing research on content-specific leadership for mathematics and science and educational leadership preparation. Interview data from mathematics and science education faculty reveal that principals should know what questions to ask teachers about instruction, be able to identify high-quality mathematics and science teaching in classrooms, recognize specific considerations related to mathematics and science, and attend to equity in science and mathematics classrooms. Interview data suggest principals support mathematics and science by fostering a culture that values mathematics and science, providing resources, prioritizing depth in instruction, dedicating time for inquiry and exploration, and trusting and empowering teachers with expertise.
{"title":"Developing Educational Leadership in Mathematics and Science: Insights From Teaching and Learning Faculty","authors":"Kay M. Cunningham, Virginia Snodgrass Rangel, Chad R. Lochmiller, Matthew Farmer","doi":"10.1177/19427751231170243","DOIUrl":"https://doi.org/10.1177/19427751231170243","url":null,"abstract":"This study extends existing research on content-specific leadership for mathematics and science and educational leadership preparation. Interview data from mathematics and science education faculty reveal that principals should know what questions to ask teachers about instruction, be able to identify high-quality mathematics and science teaching in classrooms, recognize specific considerations related to mathematics and science, and attend to equity in science and mathematics classrooms. Interview data suggest principals support mathematics and science by fostering a culture that values mathematics and science, providing resources, prioritizing depth in instruction, dedicating time for inquiry and exploration, and trusting and empowering teachers with expertise.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42432380","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 : 2023-05-03DOI: 10.1177/19427751231170898
Cristina L. Lash, Amy S. Burton, Janet Usinger
While scholars argue that school administrators should cultivate a culture of learning and efficacy among staff, little is known about how to develop learning leaders. This study investigated whether a principal preparation course that modeled a Professional Learning Community and utilized Powerful Learning Experiences (PLEs) could shift the mental models of aspiring leaders toward learning leadership. A qualitative analysis of weekly journal entries indicated that the course supported half of students in developing learning leadership values, one entered disequilibrium, and the others remained management oriented. We argue that developing learning leaders requires greater exposure to PLEs throughout their principal preparation.
{"title":"Developing Learning Leaders: How Modeling PLC Culture in Principal Preparation Can Shift the Leadership Views of Aspiring Administrators","authors":"Cristina L. Lash, Amy S. Burton, Janet Usinger","doi":"10.1177/19427751231170898","DOIUrl":"https://doi.org/10.1177/19427751231170898","url":null,"abstract":"While scholars argue that school administrators should cultivate a culture of learning and efficacy among staff, little is known about how to develop learning leaders. This study investigated whether a principal preparation course that modeled a Professional Learning Community and utilized Powerful Learning Experiences (PLEs) could shift the mental models of aspiring leaders toward learning leadership. A qualitative analysis of weekly journal entries indicated that the course supported half of students in developing learning leadership values, one entered disequilibrium, and the others remained management oriented. We argue that developing learning leaders requires greater exposure to PLEs throughout their principal preparation.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41542943","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 : 2023-05-01DOI: 10.1177/19427751231170896
L. Mayger
This qualitative content analysis of course descriptions and syllabi examines how family and community engagement are addressed in principal preparation programs. Relying on a conceptual framework that centers four areas of practice, the analysis determined only half of programs had a substantial focus on families and communities. Many programs that did address FCE relied on outdated literature and standards or lacked authentic skill-development experiences to prepare school leaders for collaboration with family and community members. The results suggest many aspiring principals are leaving educational leadership programs ill-equipped to lead more democratic approaches to schooling and unaware that such models exist.
{"title":"How are Principal Preparation Programs Preparing Leaders for Family and Community Engagement?","authors":"L. Mayger","doi":"10.1177/19427751231170896","DOIUrl":"https://doi.org/10.1177/19427751231170896","url":null,"abstract":"This qualitative content analysis of course descriptions and syllabi examines how family and community engagement are addressed in principal preparation programs. Relying on a conceptual framework that centers four areas of practice, the analysis determined only half of programs had a substantial focus on families and communities. Many programs that did address FCE relied on outdated literature and standards or lacked authentic skill-development experiences to prepare school leaders for collaboration with family and community members. The results suggest many aspiring principals are leaving educational leadership programs ill-equipped to lead more democratic approaches to schooling and unaware that such models exist.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43145011","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 : 2023-04-28DOI: 10.1177/19427751231168990
Brittany Sims, Renee I. Matos, Janna Brendle, R. Lock
Occupational burnout among special education teachers results in increased attrition, and lower student and teacher outcomes. The purpose of this quantitative correlational study was to establish a framework of occupational burnout within special education and adaptive leadership theory. The quantitative correlational study surveyed K-12 special education teachers who taught during the COVID-19 pandemic. Sixty-seven eligible respondents completed the online survey including demographics, Maslach Burnout Inventory Educators Survey, Adaptive Leadership with Authority Scale, and sections of Pandemic Experiences and Perceptions Survey. A statistical correlation between teacher occupational burnout and adaptive leadership indicated supervisors using adaptive leadership strategies had less teacher attrition.
{"title":"The Impact of Adaptive Leadership on Burnout in Special Education During the COVID-19 Pandemic","authors":"Brittany Sims, Renee I. Matos, Janna Brendle, R. Lock","doi":"10.1177/19427751231168990","DOIUrl":"https://doi.org/10.1177/19427751231168990","url":null,"abstract":"Occupational burnout among special education teachers results in increased attrition, and lower student and teacher outcomes. The purpose of this quantitative correlational study was to establish a framework of occupational burnout within special education and adaptive leadership theory. The quantitative correlational study surveyed K-12 special education teachers who taught during the COVID-19 pandemic. Sixty-seven eligible respondents completed the online survey including demographics, Maslach Burnout Inventory Educators Survey, Adaptive Leadership with Authority Scale, and sections of Pandemic Experiences and Perceptions Survey. A statistical correlation between teacher occupational burnout and adaptive leadership indicated supervisors using adaptive leadership strategies had less teacher attrition.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45065537","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 : 2023-04-27DOI: 10.1177/19427751231169314
W. Firestone, K. Louis, Andrew S. Leland, J. Perry
This paper is a preliminary exploration of how doctoral study can increase educational leaders’ capacity to use evidence. Our mixed methods study uses interviews and surveys of graduates from four EdD programs. Methods training linked to students’ work and social capital development among students and with faculty both influenced graduates use of evidence. We expected to find distinct uses of research (e.g., to make decisions, to persuade others). While we did, leaders often combined such uses in specific cases. We conclude with suggestions for further research on how professional education influences educational leaders’ use of evidence.
{"title":"Learning to Use Research Evidence: The Case of the Education Doctorate","authors":"W. Firestone, K. Louis, Andrew S. Leland, J. Perry","doi":"10.1177/19427751231169314","DOIUrl":"https://doi.org/10.1177/19427751231169314","url":null,"abstract":"This paper is a preliminary exploration of how doctoral study can increase educational leaders’ capacity to use evidence. Our mixed methods study uses interviews and surveys of graduates from four EdD programs. Methods training linked to students’ work and social capital development among students and with faculty both influenced graduates use of evidence. We expected to find distinct uses of research (e.g., to make decisions, to persuade others). While we did, leaders often combined such uses in specific cases. We conclude with suggestions for further research on how professional education influences educational leaders’ use of evidence.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45379314","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 : 2023-03-01DOI: 10.1177/19427751211046978
Steve Sider, Kimberly Maich, Jacqueline Specht, Carolyn Treadgold, Hillary Winger
We examine the process of developing web-based case studies, a novel form of professional learning for principals, specifically related to inclusive school leadership. Based on the input from 39 principals, 5 case studies were developed with branching scenarios that provided multiple options for decision-making. These "choose your own adventure" case studies were used in a special education for school administrators course with 109 participants in Ontario, Canada. We consider the authenticity of the cases, the importance of incorporating multiple perspectives, and issues related to function, form, and choice. We incorporate five lessons for developing web-based case studies.
{"title":"\"Choose Your Own Adventure\": Web-Based Case Studies of Inclusive Education as a Form of Professional Learning for School Principals.","authors":"Steve Sider, Kimberly Maich, Jacqueline Specht, Carolyn Treadgold, Hillary Winger","doi":"10.1177/19427751211046978","DOIUrl":"https://doi.org/10.1177/19427751211046978","url":null,"abstract":"<p><p>We examine the process of developing web-based case studies, a novel form of professional learning for principals, specifically related to inclusive school leadership. Based on the input from 39 principals, 5 case studies were developed with branching scenarios that provided multiple options for decision-making. These \"choose your own adventure\" case studies were used in a special education for school administrators course with 109 participants in Ontario, Canada. We consider the authenticity of the cases, the importance of incorporating multiple perspectives, and issues related to function, form, and choice. We incorporate five lessons for developing web-based case studies.</p>","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":"18 1","pages":"132-154"},"PeriodicalIF":0.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9994267/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9454276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-07DOI: 10.1177/19427751231153036
Rima’a Da’as
I examined the effect of school leaders’ charisma on a teacher’s readiness for change mediated through the teacher’s perspective taking—a social cognitive trait of seeing another’s viewpoint. Study participants were 1,195 teachers working in 95 state elementary schools in the Israeli public-school system at the outset of a large-scale organizational change termed “New Horizon”—a top-down reform that includes changes in teachers’ work and professional development, and in principals’ discretion and autonomy. Using multilevel structural equation modeling, results indicated significant positive relationships between charismatic school leaders and a teacher’s readiness for change through the effects of his/her perspective taking.
{"title":"Understanding How Charismatic School Leaders Affect a Teacher’s Readiness for Change: The Role of Perspective Taking","authors":"Rima’a Da’as","doi":"10.1177/19427751231153036","DOIUrl":"https://doi.org/10.1177/19427751231153036","url":null,"abstract":"I examined the effect of school leaders’ charisma on a teacher’s readiness for change mediated through the teacher’s perspective taking—a social cognitive trait of seeing another’s viewpoint. Study participants were 1,195 teachers working in 95 state elementary schools in the Israeli public-school system at the outset of a large-scale organizational change termed “New Horizon”—a top-down reform that includes changes in teachers’ work and professional development, and in principals’ discretion and autonomy. Using multilevel structural equation modeling, results indicated significant positive relationships between charismatic school leaders and a teacher’s readiness for change through the effects of his/her perspective taking.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47742653","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 : 2023-01-13DOI: 10.1177/19427751221145207
Marta Olmo-Extremera, Lucía Fernández-Terol, Jesús Domingo-Segovia
The aim of this paper is to identify the characteristics that leadership must have in order to make a Professional Learning Community sustainable. A review of the literature is carried out from a qualitative perspective allowing us to identify a set of emerging themes from the literature studied. Among the results, it is highlighted that in order to achieve professional learning communities with sustainable leadership, it is necessary to distribute responsibilities, reflect jointly on what is taught and why, establish external relations with other institutions and schools, and care the emotional wellbeing of members of a school community.
{"title":"Leading a Professional Learning Community in Elementary Education: A Systematic Review of the Literature","authors":"Marta Olmo-Extremera, Lucía Fernández-Terol, Jesús Domingo-Segovia","doi":"10.1177/19427751221145207","DOIUrl":"https://doi.org/10.1177/19427751221145207","url":null,"abstract":"The aim of this paper is to identify the characteristics that leadership must have in order to make a Professional Learning Community sustainable. A review of the literature is carried out from a qualitative perspective allowing us to identify a set of emerging themes from the literature studied. Among the results, it is highlighted that in order to achieve professional learning communities with sustainable leadership, it is necessary to distribute responsibilities, reflect jointly on what is taught and why, establish external relations with other institutions and schools, and care the emotional wellbeing of members of a school community.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44547415","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 : 2022-11-29DOI: 10.1177/19427751221138875
M. López-López, M. Romero-López, E. Hinojosa-Pareja
This study analyses teachers’ opinions concerning the actions taken by management teams in favor of policies which address inclusion in compulsory education schools in Granada (Spain). This is quantitative research in which the LIE-Q-Teaching Team has been used. Two hundred forty-three teachers participated in this study which involved a descriptive and inferential analysis. Results show that the actions promoting inclusion mainly relate to the management of teaching-learning processes and professional development. Results also reveal that there are significant differences based on the ownership of the school, its educational level and the socio-economic status of the area in which it is located.
{"title":"School Management Teams in the Face of Inclusion: Teachers’ Perspectives","authors":"M. López-López, M. Romero-López, E. Hinojosa-Pareja","doi":"10.1177/19427751221138875","DOIUrl":"https://doi.org/10.1177/19427751221138875","url":null,"abstract":"This study analyses teachers’ opinions concerning the actions taken by management teams in favor of policies which address inclusion in compulsory education schools in Granada (Spain). This is quantitative research in which the LIE-Q-Teaching Team has been used. Two hundred forty-three teachers participated in this study which involved a descriptive and inferential analysis. Results show that the actions promoting inclusion mainly relate to the management of teaching-learning processes and professional development. Results also reveal that there are significant differences based on the ownership of the school, its educational level and the socio-economic status of the area in which it is located.","PeriodicalId":51853,"journal":{"name":"Journal of Research on Leadership Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44439220","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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