Educational Management Administration & Leadership最新文献

Hubris occurrence, management and accountability in higher education institutions in Australia 澳大利亚高等教育机构的傲慢、管理和问责制

Educational Management Administration & Leadership Pub Date : 2024-06-11 DOI: 10.1177/17411432241261154

Vita Akstinaite, Mellisa Lewis

{"title":"Hubris occurrence, management and accountability in higher education institutions in Australia","authors":"Vita Akstinaite, Mellisa Lewis","doi":"10.1177/17411432241261154","DOIUrl":"https://doi.org/10.1177/17411432241261154","url":null,"abstract":"Hubris refers to an individual's display of self-assurance, pride or excessive confidence and has been presented in the extant literature to describe the language used by hubristic leaders. Therefore, this research explores the characteristic features of hubristic discourse in higher education and its potential link to the organisation's financial outcomes. By using computational linguistics to analyse written discourse samples of 20 Australian Vice-Chancellor's Addresses in the university's annual reports for the 10-year period, this research identifies linguistic markers of Vice-Chancellor hubris (increased use of negations, discrepancy words, power and achievement-oriented language) and their link to financial outcomes. As the role of the Vice-Chancellor has been compared in literature to that of the CEO, exploring if and how hubris’ symptoms manifest in language use can contribute towards explaining agency problems, accountability issues and the ongoing ethical debate over pay for performance in higher education. This research has implications for university key stakeholders such as government bodies, for standard setters who oversee the preparation of university financial reports and those who assume leadership roles within tertiary institutions.","PeriodicalId":250153,"journal":{"name":"Educational Management Administration & Leadership","volume":"38 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141355445","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}

引用次数: 0

Digital instructional leadership and teaching practices in an emergency context: Evidence from Italy 紧急情况下的数字化教学领导力和教学实践：来自意大利的证据

Educational Management Administration & Leadership Pub Date : 2024-06-06 DOI: 10.1177/17411432241259824

L. Moulin, M. Soncin

{"title":"Digital instructional leadership and teaching practices in an emergency context: Evidence from Italy","authors":"L. Moulin, M. Soncin","doi":"10.1177/17411432241259824","DOIUrl":"https://doi.org/10.1177/17411432241259824","url":null,"abstract":"With the COVID-19 pandemic, students around the world faced a disruption of unprecedented intensity. In Italy as in many other countries, for several months emergency remote teaching was the only possible form of schooling. The impacts of the COVID-19 on student achievement could be heterogeneous, depending notably on teachers’ digital instructional practices. Moreover, it was also possible that school principals’ approach to digital instructional leadership would have an impact on student outcomes. In this article, we explore these impacts using a two-level latent class analysis on a representative survey of primary and middle schools at the national level. We begin by analyzing how teachers and principals can be grouped on the basis of their instructional approach and practices during the pandemic, and examine the interaction between the two roles within schools. In the second step, by linking our survey to INVALSI standardized test scores in 2021, we analyze teachers’ and principals’ practices during the emergency on student academic performance. Our results highlight that teachers who were particularly involved in relations and communication with staff and students were (a) more likely to have highly involved principals and (b) associated with better student performance in mathematics one year later.","PeriodicalId":250153,"journal":{"name":"Educational Management Administration & Leadership","volume":"25 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141379955","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}

引用次数: 0

Negotiating for influence and resources: A study of Swedish teachers’ and principals’ experiences of aggressive emails from parents 争夺影响力和资源：瑞典教师和校长对家长咄咄逼人电子邮件的体验研究

Educational Management Administration & Leadership Pub Date : 2024-03-28 DOI: 10.1177/17411432241242263

Rebecka Cowen Forssell, Hanne Berthelsen, Sandra Jönsson

{"title":"Negotiating for influence and resources: A study of Swedish teachers’ and principals’ experiences of aggressive emails from parents","authors":"Rebecka Cowen Forssell, Hanne Berthelsen, Sandra Jönsson","doi":"10.1177/17411432241242263","DOIUrl":"https://doi.org/10.1177/17411432241242263","url":null,"abstract":"This article focuses on teachers’ and principals’ experiences of aggressive emails in home–school collaborations with parents. Semi-structured interviews with 31 teachers and principals from primary, lower and upper secondary schools in Sweden were conducted. Three categories were identified in the material which illuminate the phenomenon of cyberaggression towards principals and teachers from parents: ‘aggressive emails as reactions to principals and teachers’ performances’, ‘aggressive emails as a way of imposing power’ and ‘aggressive emails as a source of anxiety, loss of joy, and decreased focus on core tasks’. The study concludes that cyberaggression in emails from parents is centred around the act of negotiating and that email communication opens up spaces for negotiation to take place. The study also concludes that email cyberaggression tends to be instrumental in character, intended to result in a specific outcome rather than to cause harm. However, cyberaggression influences professional practice and can create a vicious circle of administrative obligation.","PeriodicalId":250153,"journal":{"name":"Educational Management Administration & Leadership","volume":"1 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140369037","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}

引用次数: 0

How principals’ instructional leadership impacts schools’ middle leadership 校长的教学领导力如何影响学校的中层领导力

Educational Management Administration & Leadership Pub Date : 2024-03-26 DOI: 10.1177/17411432241238888

H. Shaked

引用次数: 0

The effect of department leadership on teacher professional learning in China: A multilevel moderated mediation model 部门领导对中国教师专业学习的影响：多层次调节中介模型

Educational Management Administration & Leadership Pub Date : 2024-02-19 DOI: 10.1177/17411432241232541

Shengnan Liu, Philip Hallinger

{"title":"The effect of department leadership on teacher professional learning in China: A multilevel moderated mediation model","authors":"Shengnan Liu, Philip Hallinger","doi":"10.1177/17411432241232541","DOIUrl":"https://doi.org/10.1177/17411432241232541","url":null,"abstract":"There is growing interest in the topic of middle-level leadership, including department and subject leaders. However, published research has largely failed to consider the underlying mechanisms through which middle-level leaders influence teacher professional learning. This study investigated how and under what conditions department leadership is beneficial to teacher professional learning. This research examined “school collectivism” as a boundary condition that was hypothesized to influence the effects of departmental leadership on teacher resilience and professional learning. Survey data on these constructs were collected among 3219 teachers in 121 primary and middle schools located in mainland China. Multilevel moderated mediation modeling was employed to assess the simultaneous effects of conditional and mediating factors on teacher engagement in professional learning. The results revealed that department leadership could influence teacher resilience which also mediated the relationship between department leadership and teacher professional learning. This indirect effect of department leadership on teacher professional learning was strengthened when school collectivism was reinforced. The findings add to the current literature first by empirically verifying the impact of middle-level leaders on teachers, as well as by highlighting school-level conditions that can shape the exercise of middle-level leadership.","PeriodicalId":250153,"journal":{"name":"Educational Management Administration & Leadership","volume":"90 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140449742","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}

引用次数: 0

Going beyond creativity: Primary headteachers as social intrapreneurs? 超越创造力：作为社会内部创业者的小学校长？

Educational Management Administration & Leadership Pub Date : 2024-01-05 DOI: 10.1177/17411432231223628

Marie Beresford-Dey, Richard Ingram, Liz Lakin

{"title":"Going beyond creativity: Primary headteachers as social intrapreneurs?","authors":"Marie Beresford-Dey, Richard Ingram, Liz Lakin","doi":"10.1177/17411432231223628","DOIUrl":"https://doi.org/10.1177/17411432231223628","url":null,"abstract":"This article presents the details and findings of a mixed-methods study that explored Scottish primary sector headteachers’ enactment of creativity through a Complexity Leadership Theory lens. Although policymakers emphasise the importance of headteachers and their impact on school improvement, there is a growing need for headteachers to enact and effectively nurture school-wide creativity if they are to overcome complex challenges brought about by today's political, social and economic environments. In response to the research question ‘To what extent do primary headteachers perceive their role as being creative?’, this article reports on 23 surveys and 11 semi-structured interviews undertaken as part of a larger study. Whilst our findings suggest that creativity is enacted to some extent by the headteachers, the evidence goes beyond this and identifies social intrapreneurship emerging. The concept of social intrapreneurship within education appears to be unique to this study. We identify social intrapreneurs as individuals who demonstrate creativity, resourcefulness, collaboration and determination and are growth-oriented within bureaucratic constraints. We conclude by discussing how social intrapreneurship is a valuable concept for headteachers and policymakers alike.","PeriodicalId":250153,"journal":{"name":"Educational Management Administration & Leadership","volume":"42 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139382486","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}

引用次数: 0

A critical friend or the sword of Damocles: Headteachers’ use of micropolitical strategies in inspection 批评的朋友还是达摩克利斯之剑？校长在检查中使用微观政治策略

Educational Management Administration & Leadership Pub Date : 2023-12-27 DOI: 10.1177/17411432231222719

Meng Tian

{"title":"A critical friend or the sword of Damocles: Headteachers’ use of micropolitical strategies in inspection","authors":"Meng Tian","doi":"10.1177/17411432231222719","DOIUrl":"https://doi.org/10.1177/17411432231222719","url":null,"abstract":"In England, a new Education Inspection Framework (EIF) was launched in 2019. The Office for Standards in Education, Children's Services and Skills (OfSTED) describes it as evolutionary in bringing out education improvement. Others criticise its methodology and detrimental impact on schools. This study compares the foci, evidence-collecting methods and inspection decision-making processes between the 2015 Common Inspection Framework and the 2019 EIF. Eight headteachers were interviewed about their inspection experiences. Findings show that the headteachers purposefully employed micropolitical strategies such as acquiring the support of others, creating a favourable impression, shaping discussion and decisions, weakening opposition, and hyper-enacting policy to advance organisational interests. Six out of the eight schools in this study were rated ‘Good’ under EIF. However, the EIF left the power imbalance between OfSTED and schools and fear-induced performativity unchallenged. Headteachers and teachers were forced to engage in a new game at the cost of their physical and emotional well-being. This study aims to advance knowledge of the ongoing inspection reform in England. When other countries use OfSTED frameworks as a benchmark for designing their own inspection systems, it is crucial to carefully examine the potential detrimental impact associated with the inspector-school power imbalance and fear-induced performativity.","PeriodicalId":250153,"journal":{"name":"Educational Management Administration & Leadership","volume":"127 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139152896","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}

引用次数: 0

Perspectives of women as they navigate their path to principalship in Australian secondary schools 女性在澳大利亚中学担任校长过程中的观点

Educational Management Administration & Leadership Pub Date : 2023-12-21 DOI: 10.1177/17411432231218820

Pauline Thompson, Helen Stokes

{"title":"Perspectives of women as they navigate their path to principalship in Australian secondary schools","authors":"Pauline Thompson, Helen Stokes","doi":"10.1177/17411432231218820","DOIUrl":"https://doi.org/10.1177/17411432231218820","url":null,"abstract":"In most countries around the world, teaching is a highly feminized profession. However, despite the higher percentage of female teachers in secondary schools, women continue to be under-represented in secondary principal roles. Similar to the United Kingdom, in Australia more than 60% of all teachers in secondary schools are female, and 40% of the principals in secondary schools are female. Furthermore, on average it takes female teachers 2.7 years longer to attain a principal role and consequently have a shorter career as a principal. Therefore, it is important to understand the pathway of female principals as they progress through middle leadership roles to senior leadership. This article investigates and reports on the career pathways of 14 female principals in Australian secondary schools. Each individual pathway to principalship was mapped out to specifically identify the types of middle leadership roles undertaken over each principal's career. The mapping of the pathways identifies the types of roles which were more commonly held by the female principals prior to senior leadership. Interviews with the principals enabled the identification of a range of shared challenges and affordances on their pathway to principalship.","PeriodicalId":250153,"journal":{"name":"Educational Management Administration & Leadership","volume":"19 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138948309","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}

引用次数: 0

School leadership in the United Arab Emirates: A scoping review 阿拉伯联合酋长国的学校领导力：范围审查

Educational Management Administration & Leadership Pub Date : 2023-12-15 DOI: 10.1177/17411432231218129

Joseph Rai, Marie Beresford-Dey

{"title":"School leadership in the United Arab Emirates: A scoping review","authors":"Joseph Rai, Marie Beresford-Dey","doi":"10.1177/17411432231218129","DOIUrl":"https://doi.org/10.1177/17411432231218129","url":null,"abstract":"Global research identifies school leadership as a critical factor in school success and effectiveness, especially in an educational reform environment with an ever-increasing number of schools working within public–private partnerships, a feature that characterises the United Arab Emirates. To aid leadership development and practices in a fast-moving education context and to underpin future empirical research, this scoping review of the literature from across three databases provides practitioners and policymakers with an understanding of school leadership for the public–private sector in the United Arab Emirates. Our search yielded 38 publications for analysis. Findings indicate that over the last 20 years, school leadership research in the United Arab Emirates has mainly focused on four themes: (1) context: leaders’ roles and school reform; (2) competency: hiring and professional development of school leaders; (3) characteristics: leadership styles and (4) capacity building: teacher leadership. We conclude with recommendations for research, including exploring cultural, relational, and compassionate school leadership through indigenous paradigms. We also provide recommendations for policy and practice, including the need to modify recruitment methods, equip school leaders to lead reform through advanced models of leadership to suit the collectivist United Arab Emirates culture, and align professional development with the professional standards.","PeriodicalId":250153,"journal":{"name":"Educational Management Administration & Leadership","volume":"6 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139000863","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}

引用次数: 0

Where are the part-time women teachers in senior school leadership: Inequalities, tensions and timescapes? 学校高级领导层中的兼职女教师在哪里？不平等、紧张和时间景观？

Educational Management Administration & Leadership Pub Date : 2023-12-11 DOI: 10.1177/17411432231219679

Suzanne Brown

引用次数: 0

Educational Management Administration &amp; Leadership最新文献

Educational Management Administration & Leadership最新文献