International Journal of Education Policy and Leadership最新文献

{"title":"How Universities Gaslight EDI&I Initiatives: Mapping Institutional Resistance to Structural Change","authors":"Megan MacKenzie, Özlem Sensoy, G. Johnson, N. Sinclair, L. Weldon","doi":"10.22230/ijepl.2023v19n1a1303","DOIUrl":"https://doi.org/10.22230/ijepl.2023v19n1a1303","url":null,"abstract":"Despite the visibility of equity, diversity, inclusion, and Indigenization (EDI&I) discourses within large institutions, such as post-secondary institutions, research has chronicled only modest advancements on these stated values. Blocks to advancements in EDI&I stem, in part, from the structural nature of racist and sexist domination, and especially its embeddedness in both formal and informal norms of institutions. Based on a close examination of two EDI&I initiatives in university contexts, and direct experiences of “pushback” against these initiatives, this article conceptualizes institutional gaslighting, whereby universities paradoxically both embrace EDI&I discourse, on the one hand, while simultaneously deploying strategies that prevent dismantling systemic inequalities, on the other. A conceptualization of this dynamic is designed to help others identify and address forms of resistance, especially in settings of high stated value, and ultimately advance these values within large institutions.\u0000Résumé\u0000Malgré la visibilité de discours sur l’équité, la diversité, l’inclusion et l’indigénisation (EDII) dans de grandes institutions telles que les établissements postsecondaires, la recherche n’a relevé que des progrès modestes dans l’instauration de ces valeurs pourtant prisées. Les entraves à ces progrès ont pour cause le caractère structurel de la domination raciste et sexiste et surtout la persistance de cette domination dans les normes formelles et informelles des institutions. Cet article, en se fondant sur un examen attentif de deux initiatives EDII dans un contexte universitaire ainsi que sur un témoignage direct de résistance contre ces initiatives, décrit le détournement cognitif paradoxal par lequel les universités appuient d’une part les discours sur EDIItout en employant d’autre part des stratégies qui perpétuent les inégalités systémiques. Cet article présente une conceptualisation de cette dynamique afin d’aider les personnes impliquées à identifier et appliquer des moyens de résistance, surtout dans des contextes reconnus comme étant importants, et, au bout du compte, à promouvoir EDII au sein de grandes institutions.\u0000Keywords / Mots clés : equity, diversity, inclusion, Indigenization, higher education policy / équité, diversité, inclusion, indigénisation, politiques en enseignement supérieur","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132202068","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}

{"title":"Virtual School Counseling and Covid-19 as Seen Through an Organizational Learning Lens","authors":"Tara Hornor, Lee A. Westberry","doi":"10.22230/ijepl.2023v19n1a1233","DOIUrl":"https://doi.org/10.22230/ijepl.2023v19n1a1233","url":null,"abstract":"This article examines the shift to virtual school counselling through an organizational learning framework developed by Mary Crossan. This framework links the individual, group, and organization levels of an institution through the social and psychological processes of organizational learning, including intuiting, interpreting, integrating, and institutionalizing. The findings highlight four major challenges of virtual learning—technology, work-life balance, legal ramifications, and virtual counselling skills and abilities—that were partially or fully overcome with solutions that became institutionalized.\u0000RésuméCet article recourt à un cadre d’apprentissage organisationnel développé par MaryCrossan pour examiner la transition récente vers l’orientation scolaire virtuelle. Ce cadre relie les niveaux de l’individu, du groupe et de l’organisation d’une institution par le biais des processus sociaux et psychologiques de l’apprentissage organisationnel, y compris l’intuition, l’interprétation, l’intégration et l’institutionnalisation. Les résultats mettent en évidence quatre défis majeurs de l’apprentissage virtuel—la technologie, l’équilibre entre vie professionnelle et vie privée, les ramifications juridiques et les compétences et aptitudes en matière de conseil virtuel—qui ont été partiellement ou totalement surmontés grâce à des solutions qui par la suite ont pu être institutionnalisées.\u0000Keywords / Mots clés: virtual school counselling, organizational learning, virtual learning/ orientation scolaire virtuelle, apprentissage organisationnel, apprentissage virtuel","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126390371","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}

{"title":"FELEing It: Developing a Rubric Through an Interdisciplinary Partnership to Support Graduate Students’ Writing Skills","authors":"Maureen Ungarean, Krista Bixler, Onder Koklu, Jason Elek, E. Weatherford, K. Casazza","doi":"10.22230/ijepl.2022v18n2a1223","DOIUrl":"https://doi.org/10.22230/ijepl.2022v18n2a1223","url":null,"abstract":"Educational leadership demands that school leaders be able to communicate clearly and effectively in writing, both academically and professionally. Leaders of a Master’s in Educational Leadership (M.Ed.) program at a university in the southeast of the United States established an interdisciplinary collaboration with the university’s Faculty Writing Partners program to develop valid and reliable rubrics to assess graduate students’ writing abilities through critical task essays. The critical task essays connect required internship experience in each course with a targeted Florida Principal Leadership Standard (FPLS), coursework, and scholarly research. However, an objective performance measure for the critical task essays was lacking. Accordingly, a criterion-referenced rubric was developed to: 1) specify criteria for writing in relation to grammar, mechanics, and organization, 2) identify quality peer-reviewed research as evidence to support clinical experience, 3) effectively articulate in writing personal strengths, weaknesses, and plans for improvement towards mastery of the FPLS, and 4) provide consistency in expectations and feedback among professors and adjunct instructors. The rubric demonstrated validity and reliability, and likely led to consistently higher scores on both the critical task essays and, most importantly, the Florida Educational Leadership Examination (FELE).\u0000 \u0000Résumé: Le leadership en éducation exige que les cadres scolaires sachent communiquer clairement et efficacement sous forme écrite, tant au niveau pédagogique que professionnel. Les responsables de la maîtrise en leadership éducationnel dans une université du sud-est des États-Unis ont établi une collaboration interdisciplinaire avec les responsables du programme « Faculty Writing Partners » à la même université afin de développer des critères valables et fiables pour évaluer, au moyen de textes d’analyse critique, les aptitudes en rédaction de leurs étudiants diplômés. Ces textes ont comme objectif de relier les expériences acquises par ces étudiants lors d’un stage obligatoire dans chaque cours au Florida Principal Leadership Standard (FPLS), au travail qu’ils ont effectué dans le cours, et à leurs recherches universitaires en général. Il manquait cependant une mesure objective pour évaluer les textes d’analyse critique. On a donc conçu un tableau fondée sur des critères précis pour : 1) spécifier nos attentes en ce qui a trait à la grammaire, la syntaxe et l’organisation du texte; 2) reconnaître l’article de recherche de bonne qualité évalué par les pairs comme complément de l’expérience clinique; 3) articuler efficacement sous forme écrite les qualités, faiblesses et objectifs d’amélioration personnels relatifs à la maîtrise du FPLS; et 4) assurer une uniformité parmi les professeurs et les instructeurs associés dans leurs attentes et leurs conseils. Le tableau s’est avéré valable et fiable. D’ailleurs, en toute probabilité, il a mené à de meilleurs résultats pou","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"165 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124626208","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}

{"title":"Leadership Strategy for Equitable and Just Policing Education and Training at Valencia College","authors":"J. Goltz","doi":"10.22230/ijepl.2022v18n2a1173","DOIUrl":"https://doi.org/10.22230/ijepl.2022v18n2a1173","url":null,"abstract":"In the summer of 2020, as social conflict polarized the United States and calls to reform and defund the police were heard across the nation, Valencia College stepped up and redefined its role to better serve students by taking steps to improve the training and education of the next generation of law enforcement and thereby to strengthen the community. A call to action by the college president to discuss adequate and inadequate law enforcement training and education led to engagement in deep conversations for solutions and fundamental change and efforts to be responsive and lead the training needs of local law enforcement agencies. To this end, the School of Public Safety adopted a holistic approach to seek solutions through a community, organizational, and administrative lens, based on the Public Affairs Triumvirate Leadership Strategy (Goltz, 2020). In this leadership strategy, three constructs with select approaches are grounded in traditional leadership ethics and dimensions. The strategy guided the School of Public Safety to the foundation and development of a collaborative strategic impact plan so Valencia College could aim to be an “agent of change” in the community by elevating equitable and just law enforcement education and training in central Florida. This endeavor also adopted a governance framework and Valencia College assembled a diverse thirty-member Equitable and Just Policing Education and Training Task Force to seek recommendations from the community. A theory of change, from a quantum perspective, grounded the recommendations from the Task Force to reframe law enforcement education and training at Valencia College, thus offering solutions in a turbulent environment. Solutions included changes to the law enforcement curriculum that are being assessed through equity minded learning outcomes, the adoption of a learning management system designed to enhance supplemental training in the law enforcement academy, a broadened equitable and just policing training strategy for officers and leaders in the field, deeper partnerships with criminal justice programs at regional high schools, and a leadership role in an ever-growing community resiliency group in central Florida.\u0000RésuméPendant l’été 2020, alors que les conflits sociaux pullulent aux États-Unis, le Collège Valencia redéfinit son rôle afin de mieux former et instruire la prochaine génération de policiers. Le président du collège encourage de sérieuses conversations pour trouver des solutions ainsi que des changements fondamentaux en éducation et en formation, et la School of Public Safety adopte une approche holistique afin de chercher des solutions sur la base d’une perspective communautaire, organisationnelle, et administrative inspirée d’une Stratégie de leadership fondée sur le triumvirat des affaires publiques (Goltz, 2020). Dans cette stratégie, trois construits basés sur une éthique de leadership traditionnelle guident le collège vers la création et le développement d’un p","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126408948","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}

{"title":"School Counselors and Administrators Agree: Time and Testing are Barriers","authors":"TeShaunda Hannor-Walker, R. Pincus, Leonis Wright, Wendi Rock, Jennifer Money-Brady, Lynn Bohecker, Rock Hannor-Walker Pincus","doi":"10.22230/ijepl.2022v18n2a1243","DOIUrl":"https://doi.org/10.22230/ijepl.2022v18n2a1243","url":null,"abstract":"School leaders continuously state their concerns about rising mental health issues in schools. This study looks at the perceptions of the roles of school counselors as mental health professionals in schools from the perspectives of school counselors and principals. The purpose of this study is to explore how administrators and school counselors describe the role of school counselors, and the perceived barriers to school counselors spending the recommended 80 percent of their time in the delivery of services to students. This study uses deductive qualitative content analysis to review written responses from the 518 participants who identified as either a licensed or certified school counselor or a school administrator. The results show that school administrators and school counselors have very different perceptions of school counselors as mental health professionals; however, they agree that time and testing are barriers to providing direct services to students.\u0000RésuméLes dirigeants d’écoles expriment sans cesse leurs préoccupations envers l’augmentation des problèmes de santé mentale dans les écoles. Cette étude examine comment les directeurs et les conseillers en orientation perçoivent les rôles de ces derniers entant que professionnels de santé mentale dans les écoles. Le but de cette étude est d’explorer comment les administrateurs et les conseillers en orientation décrivent le rôle de ces derniers et les obstacles qui les empêcheraient de consacrer 80 pour cent de leur temps (tel que recommandé) à servir les élèves. Cette étude utilise une analyse de contenu qualitative et déductive pour examiner les réponses écrites des 518 participants qui se sont identifiés comme étant soit un conseiller en orientation certifié, soit un administrateur scolaire. Les résultats montrent que les administrateurs et les conseillers en orientation ont des perceptions très différentes de ces derniers en tant que professionnels de santé mentale; cependant, ils conviennent tous que le manque de temps et les tests posent un défi à la capacité des conseillers à servir les élèves directement.\u0000Keywords / Mots clés : school counselors, administrators, roles and responsibilities, barriers / conseillers en orientation, administrateurs, rôles et responsabilités, obstacles","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122127961","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}

{"title":"Similarities and Differences in the Structure and Interpretation of Empowerment and Job Satisfaction between Minority and Majority Faculty Members","authors":"J. Lasker, Jon Mcnaughtan","doi":"10.22230/ijepl.2022v18n2a1249","DOIUrl":"https://doi.org/10.22230/ijepl.2022v18n2a1249","url":null,"abstract":"Faculty empowerment is a more important topic today than ever before, as faculty roles have become increasingly complex. Moreover, an increase in minority faculty has presented universities with the need to understand the complex interactions between demographics and empowerment to better promote employees’ well-being. Past research has found that racial majority and minority faculty perceive their experiences as faculty differently. In this study, we used an empowerment framework and structural equation modeling to investigate similarities and differences in workplace empowerment for a sample of 720 racial majority and minority faculty members. Empowerment was largely similar for majority and minority faculty members, but the construct of self-determination had different meanings for minority faculty members, and it was more strongly related to trust in their institutions and the personal consequences of their work. Moreover, minority faculty members’ beliefs about their capabilities, the specialness of their work, and their ability to make decisions about their work were more important for efficacy, meaning, and self-determination than they were for majority faculty members.\u0000Résumé De nos jours, l’autonomisation du corps professoral est un sujet plus important que jamais, dans un contexte où les rôles qu’il est appelé à jouer deviennent de plus en plus complexes. D’autre part, vu le nombre croissant d’enseignants issus de minorités, l’université a besoin de mieux comprendre les rapports complexes entre démographie et autonomisation afin de mieux assurer le bien-être de ses employés. Certaines études ont déjà observé que les majorités perçoivent leur vécu en milieu universitaire de manière différente que les minorités visibles. Dans l’étude actuelle, nous utilisons un cadre d’autonomisation et la modélisation d’équations structurelles afin d’enquêter sur les ressemblances et différences relatives à l’autonomisation au travail dans un échantillon de 720 universitaires de majorités et de minorités visibles. En gros, le niveau d’autonomisation est semblable pour les universitaires majoritaires et minoritaires, mais l’autodétermination a un sens différent pour les minoritaires, celle-ci étant étroitement liée à la confiance qu’ils ont dans leurs institutions et aux conséquences personnelles de leur travail. En outre, comparée à celle des majoritaires, l’attitude des universitaires minoritaires envers leurs propres capacités, le caractère unique de leur travail et leur liberté de prendre des décisions sur leur travail a un plus grand effet sur leur efficacité, le sens qu’ils prêtent à leur travail et leur autodétermination.\u0000Keywords / Mots clés : academia, critical race theory, empowerment, faculty, structural equation modeling / milieu universitaire, théorie critique de la race, autonomisation, corps professoral, modélisation d’équations structurelles","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131209107","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}

{"title":"Achieving Research-Informed Practice Amongst Teachers in Madrid and Catalonia: Findings From a Quantitative Analysis","authors":"Georgeta Ion","doi":"10.22230/ijepl.2022v18n2a1123","DOIUrl":"https://doi.org/10.22230/ijepl.2022v18n2a1123","url":null,"abstract":"Background: In Spain, as in many other countries, educational administrators are calling for schools and teachers to engage with research-informed teaching (RIT) to improve the quality of teaching and student outcomes. Despite this interest, schools’ and teachers’ engagement with research evidence is inconsistent, and studies exploring the factors affecting teachers’ and schools’ commitment to RIT, in the Spanish context, are undeveloped.Analysis: The authors analyzed a survey sample of 462 teachers in 204 Spanish schools to identify teacher and school characteristics that determine teachers’ likelihood of engaging in evidence-informed educational practice (EIP). This analysis explores variables such as teachers’ concepts of research, their self-efficacy to understand and conduct educational research, and the influence of school organizational variables.Findings: Teachers seem reluctant to use research in class practice. Whether research is seen as relevant to their immediate or short-term needs, combined with the capacity to use data research evidence, appears to be a decisive factor for those engagedwith research.\u0000Résumé\u0000Contexte : En Espagne, comme dans plusieurs autres pays, les administrateurs scolaires demandent aux écoles et aux enseignants de s’inspirer de l’enseignement fondé sur la recherche afin d’améliorer la qualité de l’enseignement et les résultats des élèves. Malgré cette demande, l’engagement des écoles et des enseignants à l’égard des résultats de recherche n’est pas des plus forts. D’autre part, dans le contexte espagnol, les études explorant les facteurs qui influent sur l’engagement des enseignants et des écoles envers l’enseignement fondé sur la recherche sont peu développées.Analyse : Les auteurs ont analysé un échantillon d’enquête de 462 enseignants dans 204 écoles espagnoles pour identifier les caractéristiques des écoles et des enseignants qui déterminent la probabilité que ceux-ci s’engagent dans l’éducation fondée sur les preuves (EFP). Dans leur analyse, les auteurs explorent des variables telles que la manière dont les enseignants perçoivent la recherche, l’efficacité de ces derniers à comprendre et à mener la recherche en éducation, et l’organisation de l’école.Conclusion : En général, les enseignants semblent réticents à recourir à la recherche dans leurs salles de classe. Pour ceux qui le font, le fait qu’ils la considèrent comme pertinente pour leurs besoins immédiats ou à court terme ainsi que leur habileté à utiliser des données issues de la recherche semblent être des facteurs décisifs.\u0000Keywords / Mots clés : research-informed teaching, evidence-informed educational practice, educational research / enseignement fondé sur la recherche, éducation fondée sur les preuves, recherche en éducation","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123673448","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}

{"title":"An Examination of Teacher Experience and Perception of Leadership Effort on Commitment to Stay Using Mediation Analysis","authors":"Theodore Kaniuka, M. Chitiga","doi":"10.22230/ijepl.2022v18n1a1131","DOIUrl":"https://doi.org/10.22230/ijepl.2022v18n1a1131","url":null,"abstract":"This study approaches the idea of teachers’ commitment to stay at their job by considering their perceptions of efforts by leadership to support working conditions in schools. Data from 85,000 teachers from the 2016 school year in North Carolina were used in the mediation analysis. Results show that administrative effort had a direct effect on teachers’ commitment to stay. This effort was mediated by how teachers view the working conditions in their schools, and new and veteran teachers view the impact of administrative effort on their commitment to stay in a similar manner. Policy implications are discussed, along with suggestions for unpacking these data to reveal a more discreet understanding of the internal dynamics of schools.\u0000Résumé Cette étude porte sur l’engagement des enseignants à rester à leur poste en fonction de leurs perceptions des efforts déployés par le leadership pour maintenir de bonnes conditions de travail dans les écoles. Les données de 85 000 enseignants de l’année scolaire 2016 en Caroline du Nord ont été utilisées dans une analyse de médiation. Les résultats montrent que l’effort administratif a eu un effet direct sur l’engagement des enseignants à rester. Toutefois, l’impact de cet effort administratif dépendait de la manière dont les enseignants percevaient les conditions de travail dans leurs écoles, ainsi que de la manière dont les nouveaux et anciens enseignants percevaient cet impact sur leur engagement. Cette étude évalue aussi les implications de cet état des choses pour la formulation de politiques et propose des pistes pour interpréter les données afin d’en arriver à une compréhension plus fine de la dynamique interne des écoles.\u0000Keywords / Mots clés : leadership preparation, university-school partnerships, leadership field experience, leadership-focused coaching, leadership mentoring / préparation au leadership, partenariats université-école, expérience de terrain en matière de leadership, coaching axé sur le leadership, mentorat en matière de leadership","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130139512","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}

{"title":"Leadership-Focused Coaching in Action: An Approach to Continuous Improvement and Supporting Public Schools","authors":"J. Gray, Aneta Walker, Sherri Zimmerman, James Dickson","doi":"10.22230/ijepl.2022v18n1a1159","DOIUrl":"https://doi.org/10.22230/ijepl.2022v18n1a1159","url":null,"abstract":"This article details the efforts of one program’s collaborative efforts toward continuous improvement and strengthening partnerships with local school districts using Leadership-Focused Coaching, a research-based model for principal preparation programs. Practical experiences and lessons learned from the ongoing online program improvement and redesign initiative are shared. In advance of two accreditation visits, data and feedback were gathered from partner districts, recent graduates, current students, and employers, which helped to identify ways in which the program could better prepare instructional leaders. This article describes the efforts, successes, setbacks, and future plans of a group of professors working to improve a program while preparing for accreditation visits and strengthening district partnerships.\u0000Résumé Cet article détaille les efforts d’un programme spécifique de collaboration afin d’assurer une amélioration continue et un renforcement des partenariats avec des districts scolaires locaux au moyen du Leadership-Focused Coaching (coaching axé sur le leadership), lequel est un modèle basé sur la recherche pour les programmes visant à mieux former les directeurs d'école. Cet article partage les expériences et les leçons pratiques tirées d’une initiative en cours qui consiste à améliorer et reconcevoir le programme en ligne dont il est question dans l’article. Avant deux visites d'accréditation, des données et des commentaires ont été recueillis auprès de districts partenaires, de diplômés récents, d’étudiants actuels et d’employeurs, ce qui a permis d’identifier les moyens par lesquels le programme pourrait mieux préparer les leaders pédagogiques. En somme, cet article décrit les efforts, les succès, les revers et les projets d'un groupe de professeurs travaillant à l'amélioration d’un programme tout en se préparant aux visites d’accréditation et en renforçant les partenariats avec les districts.\u0000Keywords / Mots clés : leadership preparation, university-school partnerships, leadership field experience, leadership-focused coaching, leadership mentoring / préparation au leadership, partenariats université-école, expérience de terrain en matière de leadership, coaching axé sur le leadership, mentorat en matière de leadership","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125431413","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}

{"title":"Principals’ Leadership Needs for Effective Management of Secondary Schools in Meme and Fako Divisions of Cameroon","authors":"Ngemunang Agnes Ngale Lyonga","doi":"10.22230/ijepl.2022v18n1a1107","DOIUrl":"https://doi.org/10.22230/ijepl.2022v18n1a1107","url":null,"abstract":"The purpose of this study was to assess principals’ leadership needs for the effective management of secondary schools in Meme and Fako Divisions in Cameroon by examining their professional, instructional, and communication skills. The study population consisted of 175 teachers, 31 department heads, 26 unit heads, and 16 principals from 12 schools. The findings revealed that continuous professional training and retraining, instructional supervision, effective communication, and creating a conducive environment for teaching and learning were vital to principals’ effective management of schools. Based on these findings, provisions should be made for the continuous professional training and retraining of principals; principals should frequently carry out instructional supervision and also make use of vertical and horizontal communication to clearly communicate school goals.\u0000RésuméL’objectif de cette étude est d’évaluer les besoins en leadership des directeurs d’école de la Meme et du Fako au Cameroun en examinant les habiletés professionnelles, pédagogiques et communicationnelles des directeurs pour assurer une gestion optimale des écoles secondaires dans ces deux départements. La population de cette étude comprend 175 enseignants, 31 chefs de département, 26 chefs d’unité et 16 directeurs dans 12 écoles. Les données ont montré qu’une formation et un recyclage professionnels réguliers, une supervision pédagogique attentionnée, une communication efficace, et la création d’un environnement positif pour l’enseignement et l’apprentissage sont essentiels pour assurer la bonne gestion d’une école par son directeur. D’après les données, des mesures devraient être prises pour la formation et le recyclage professionnels réguliers des directeurs d’école; d’autre part, ces derniers devraient régulièrement assumer la supervision pédagogique, et ils devraient recourir à la communication verticale et horizontale pour transmettre clairement les objectifs de l’école.\u0000Keywords / Mots clés :: principals’ leadership needs, effective school management, professional development, professional training and retraining, instructional leadership, school leadership / besoins en leadership des directeurs d’école, gestion efficace d’une école, développement professionnel, formation et recyclage professionnels, leadership pédagogique, leadership d’une école\u0000 ","PeriodicalId":325710,"journal":{"name":"International Journal of Education Policy and Leadership","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133216554","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}