Management in Education最新文献

{"title":"Crisis leadership: Leading schools in a global pandemic","authors":"Chen Schechter, Rima’a Da’as, Mowafaq Qadach","doi":"10.1177/08920206221084050","DOIUrl":"https://doi.org/10.1177/08920206221084050","url":null,"abstract":"The global Covid-19 outbreak has disrupted schooling worldwide. Remote and limited face-to-face school management during the pandemic brought to bear the numerous challenges facing schools and principals throughout the crisis, which, in turn, gave rise to changes in their leadership practices and roles. The professional literature needs conceptual and empirical frameworks concerning the challenges facing principals, their role perceptions, and their behaviors when coping with a health crisis such as the coronavirus pandemic. This paper draws on extant literature about school leadership during diverse crisis situations to advise principals facing the current pandemic. Eight guidelines for pandemic leadership are discussed, as well as practical and research implications.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46034174","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":"Examining the Preparedness for Achieving Goal 4 of the SDGs in India: A Case Study on School Governance vis-à-vis Outcome for Primary Schools in Rural Maharashtra","authors":"Shrabani Mukherjee, Rujutha Joshi, Debdulal Thakur","doi":"10.1177/08920206211069731","DOIUrl":"https://doi.org/10.1177/08920206211069731","url":null,"abstract":"The study inspects the status of school governance and school outcome at primary school level and set up roadmap for all the stakeholders to achieve the mandate of Goal 4 in SDGs within 2030, especially in the context of rural India. The status of school governance and school outcome are assessed under 4 dimensions and 16 parameters through a survey of 21 rural primary schools from rural Maharashtra. Two different indices have been constructed for school outcomes and school governance using multi-stage principal component analysis. Public and private-aided schools are compared according to the degree of accountability and transparency. It has been realized that there is an absolute need for strong school governance at ground level which is very poor across public schools in rural India. The study followed the Worldwide Governance Indicators (WGI) project and ASER (2014) and considered these baselines to find the present status of school governance and school outcome for the present study.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42978560","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":"Book Review: The Kindness Principle: Making Relational Behaviour Management Work in Schools by Carmarthen: Independent Thinking Press","authors":"E. Clarke","doi":"10.1177/08920206221078919","DOIUrl":"https://doi.org/10.1177/08920206221078919","url":null,"abstract":"In his accessible and very readable book, Dave Whitaker asks the key question – what do we mean by managing behaviour ‘successfully’? He challenges whether the strategies of control and compliance currently used by the majority of schools equate with ‘success’, or whether they are driven by the wider political agendas of school improvement rather than the needs of pupils (and teachers). He acknowledges the current polarised narratives on behaviour and steers clear of adding to these with the themes in the book. Instead, he shares in a careful, considered, experienced and informed manner what the alternatives to schools’ expectations of conformity might be, and how these could take shape in the day-to-day practice of schools. He asserts that a focus on compliance and control limits options for pupils and teachers and leads to exclusion as an automatic consequence, one which has incredibly damaging effects – not only for the child but for the wider community and society too. Instead he suggests that, although some exclusions are wholly justified and might be part of a supportive move for the child, that schools should and can focus on addressing the causes of behaviour rather than attempting to control the symptoms. The way to do this he suggests, is through kindness, forging strong relationships and understanding – a radical shift from long-standing English policy and reductive narrative of reward and punishment, compliance and control. The approaches Dave advocates come from a position of experience in the classroom, having moved from secondary teacher to headteacher then on to trust leadership. He describes the book as a ‘25-year learning walk’ which includes insights from his time in mainstream urban and disadvantaged primary and secondary schools, as well as alternative provision (including PRU and SEMH settings). He also draws in theory to underpin the strategies he suggests while acknowledges he is a ‘schoolist’ not a therapist or a neuroscientist and as such his book is squarely aimed at those engaged with pupils in school. The book includes sections on current foci in education, such as trauma informed practice and zero-tolerance approaches, as well as considering how the Covid-19 pandemic has impacted on the way schools choose to manage and support children’s behaviour. The chapters dovetail by discussing the ways in which those working in schools can both ‘create a culture’, through a focus on embedding values and ‘create a legacy’, by considering how children might remember the adults that have worked with them and reflecting on the value of learning from each other. Other chapters give informed commentary and suggestions on the use – and limitations – of sanctions and rewards and intrinsic and extrinsic motivation, as well as developing relationships, behaviour policies and de-escalation strategies. The chapters are written with a minimum of jargon which makes them practical and relatable, and they are supported by a breadth of referen","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41998716","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":"Editorial","authors":"P. Armstrong, Stephen Rayner","doi":"10.1177/08920206221077806","DOIUrl":"https://doi.org/10.1177/08920206221077806","url":null,"abstract":"","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42187025","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":"Walking with teachers: A study to explore the importance of teacher wellbeing and their careers","authors":"S. Langford, M. Crawford","doi":"10.1177/08920206221075750","DOIUrl":"https://doi.org/10.1177/08920206221075750","url":null,"abstract":"Teacher turnover and retention is a global challenge. It appears that in times of teacher shortages, policymakers often focus on recruitment. Yet, it could be argued that focussing on retaining experienced teachers not only addresses teacher shortages but provides additional benefits to the teachers, their students, and the teaching profession. The aim of this interpretive case study was to investigate the views of experienced primary school teachers. Twelve teachers, who had taught in English primary schools for more than five years, participated in walking interviews. The research looked at the areas where teachers want to feel supported by the culture of the school, created by the leadership team.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49502666","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":"Leading with humour and its effect on resilience in the workplace: The perspectives of principals in Kuwaiti secondary schools","authors":"M. Alazmi, S. Alhajeri","doi":"10.1177/08920206211072235","DOIUrl":"https://doi.org/10.1177/08920206211072235","url":null,"abstract":"This study aimed to explore the extent to which the principals of secondary schools in the State of Kuwait said they practiced leadership with humour and if it impacts on their level of resilience in the workplace. The study sample consisted of 121 male and female secondary school principals from six educational districts in Kuwait who were selected using the random stratified method. The study findings showed that the perceptions of school principals regarding the extent to which they practice leadership with a sense of humour were moderate in all fields. The study also found that school principals enjoy high resilience in their workplace, especially when solving a problem. Finally, the results showed that the more a school principal used humour the more resilient he/she would be in the workplace. The study concluded that humour should be considered as one factor in effective leadership and that leadership training programmes should include this dimension. The level of resilience can be clearly predicted by identifying the extent to which school principals claim to practice leading with humour.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45058504","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":"High-performance work practices lecturers’ performance connection: Does working condition matter?","authors":"U. A. Abboh, Abdul HA Majid, Mohammad Fareed, Iyanda Ismail Abdussalaam","doi":"10.1177/08920206211051468","DOIUrl":"https://doi.org/10.1177/08920206211051468","url":null,"abstract":"Poor performance of lecturers in Nigerian Polytechnics warrants independent research on lecturers’ job performance, given that the poor performance has seriously affected educational development in the country. Substantial evidence from the extant literature has highlighted that high-performance work practices are significant predictors and drivers of enhanced performance. Also, the functionality of high-performance work practices is context-dependent. Therefore, the current study investigates the effect of high-performance work practices (recruitment and selection, training and development, and employee involvement) on lecturers’ performance in the context of Nigerian polytechnics. It also examines the moderating role of working conditions in the high-performance work practices’ relationship with lecturers’ performance. Data were obtained from 539 academics in the North-west Nigerian polytechnics. The overall findings indicate that training and development and employee involvement are significant predictors of enhanced lecturers’ performance, and working condition strengthens the recruitment and selection–performance connection and employee involvement–performance relationship. This implies that the link between HR practices and enhanced performance could be affected by the environment within which organizations operate. The present study focused mainly on teaching staff from the polytechnics located in the north-central geopolitical zone of Nigeria. Thus, other geopolitical zones and non-teaching staff from various polytechnics could be studied further by future studies.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45613882","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":"Teacher leadership and teacher identity in turbulent times in Iraq","authors":"Mayamin Altae","doi":"10.1177/08920206211069733","DOIUrl":"https://doi.org/10.1177/08920206211069733","url":null,"abstract":"This article addresses the professional challenges faced by teacher leaders in Iraq. The country is beginning to emerge from a period of political unrest and violent threats to personal safety. This has seriously affected the educational provision; nowhere more so than in Mosul, Iraq's third-largest city. The article examines three issues: how teacher-leaders describe and understand their empowerment to build inclusive education systems in the post-conflict city; how professional learning communities can support inclusive practices to optimise students’ learning and build community cohesion; and what role digital skills can play in the modernisation of an inclusive Iraqi curriculum. The naturalistic enquiry approach draws on interview data from two teachers, two headteachers and two inspectors; the latter work directly with the Iraqi Ministry of Education and local communities. The findings show that, as teacher leaders reframe their understanding of the role of educational leaders in the changing context of Iraq, they become better empowered to build sustainable learning communities. Digital skills are crucial in supporting learning within and beyond the school curriculum.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41459603","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":"The architecture of school governance: Rebuilding democratic legitimacy within an academized system","authors":"A. Allen, Nigel Gann","doi":"10.1177/08920206211068132","DOIUrl":"https://doi.org/10.1177/08920206211068132","url":null,"abstract":"Successive governments, in embracing a neoliberalist ideology of decentralization and privatization, have radically reformed the nature of community-based, comprehensive state education. The transition from ‘government to governance’ (Rhodes, 1997) combined with the ideology of academization (DfE, 2010a) has created a democratic deficit 1 (Corbett, 1977). Academies are placed outside of local elected scrutiny or community-based accountability systems and governance legitimacy is in crisis (Glatter, 2013). This article explores the problematization of academized governance (Allen and Gann, 2017) with respect to the democratic deficit and the consequential lack of stakeholder engagement – argued as unethical within a democratic society and a system that frequently leads to failings of accountability (Wilkins, 2016). Utilizing the conceptual lens of Empowered Participatory Governance (EPG) (Fung and Wright, 2003), the authors seek to present a new architecture of governance that seeks to restore democratic legitimacy. Democratic governance innovations, the micro-governance network (Allen, 2017) and a refreshed local education board (Gann, 2021) provide a new architecture for a post new governance environment and, in so doing, a counter-narrative to the rhetoric of academization.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48750962","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":"Unbundling the approach to teaching in online Australian higher education","authors":"Dawn Gilmore, C. Nguyen","doi":"10.1177/08920206211066269","DOIUrl":"https://doi.org/10.1177/08920206211066269","url":null,"abstract":"This paper illustrates how unbundling has progressed from university-controlled approaches to incorporating partnership organisations into the delivery of university functions, specifically teaching. In this paper, we limit the scope of unbundling to the management of online teachers using three Australian case studies. In the first section, we review the literature for reasons that support unbundling the teaching approach, the effectiveness of this approach, and criticisms posed. Then we use aspects of the literature to present an unbundled teaching hierarchy. We use three examples from the hierarchy in the context of three Australian case studies that are illustrative of how online teachers are managed in Australian higher education. As discussed in this paper, the opportunities and challenges associated with unbundling university teaching have implications for the quality of the student experience, teacher experience, and cost effectiveness for institutions.","PeriodicalId":40030,"journal":{"name":"Management in Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65207006","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}