International Journal of Leadership in Education最新文献

{"title":"Toughest job in higher education: Chairs’ responsibilities","authors":"Angela Lumpkin, Stephanie J. Jones","doi":"10.1080/13603124.2023.2290144","DOIUrl":"https://doi.org/10.1080/13603124.2023.2290144","url":null,"abstract":"The overwhelming breadth and depth of responsibilities that Department Chairs (Chairs) in higher education are expected to complete make their jobs challenging and often lead to stress, burnout, an...","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"110 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138563481","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 sacralization in Elite Traditional International Baccalaureate schools: a Jungian lens review and analysis","authors":"David S. Suits","doi":"10.1080/13603124.2023.2284287","DOIUrl":"https://doi.org/10.1080/13603124.2023.2284287","url":null,"abstract":"This review and ontological analysis will explore how the concept of leadership could be sacralized in Elite Traditional International Baccalaureate schools. I aim to challenge education researcher...","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"21 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138533606","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":"What constitutes key professional knowledge for the cultural leadership of elementary schools? Considering career headteachers’ organizational knowledge","authors":"Richard D’Souza","doi":"10.1080/13603124.2023.2281357","DOIUrl":"https://doi.org/10.1080/13603124.2023.2281357","url":null,"abstract":"","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"38 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139268033","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":"What is most important in education reform? The impact of leadership, innovation and partnerships","authors":"Vicente Chua Reyes","doi":"10.1080/13603124.2023.2281353","DOIUrl":"https://doi.org/10.1080/13603124.2023.2281353","url":null,"abstract":"What is most important in education reform? Is it leadership that guides and steers education reform initiatives? Or is it perhaps the innovation that is highlighted in the education reform itself?...","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"60 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138533626","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":"Digital transformation, state Hei performance and the moderating role of leadership","authors":"Alba Carvalho, João Leitão, Helena Alves","doi":"10.1080/13603124.2023.2281349","DOIUrl":"https://doi.org/10.1080/13603124.2023.2281349","url":null,"abstract":"Considering the importance of Digital Transformation (DT) for better performance in Higher Education Institutions (HEIs), and the role played by leadership in the DT process, this study has a twin ...","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"16 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138542021","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 experience and coping strategies of women secondary school principals: lesson from Ethiopia","authors":"Mesfin Manaze Woldegebriel, Geberew Tulu Mekonnen","doi":"10.1080/13603124.2023.2267009","DOIUrl":"https://doi.org/10.1080/13603124.2023.2267009","url":null,"abstract":"ABSTRACTThis study explored women principals’ leadership experiences, challenges, and their coping strategies for maintaining their positions. A qualitative study was employed using a semi-structured in-depth interview. Addis Ababa City Administration was purposively selected due to a high turnover of women principals. Eleven secondary school principals were selected using availability sampling as they are the only women principals in the city administration. The findings of the study revealed that women principals’ assignments in various positions such as department head, unit leader, vice principal, and women primary school principals commitment motivated them to aspire to become secondary school principals, along with strong support from their colleagues and their desire to be a leader. The study revealed that teachers’ unwillingness to accept women principals, insufficient support and inappropriate interference from top-level managers were major challenges they faced when executing their roles and responsibility. Respect for staff, patience, delegating work, implementing appropriate measures, and seeking cooperation from parents and the education department was found to be their crucial coping strategies. Large-scale research is needed, and more women principals should be encouraged to take leadership roles responsibilities. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsMesfin Manaze WoldegebrielMesfin Manaze Woldegebriel is a PhD candidate at the University of Tasmania. Mesfin previously worked at Jigjiga University in Ethiopia as an assistant professor of educational policy and leadership and researcher and served in various leadership roles. His research interests include educational policy and leadership, diversity management in higher education, and teacher education.Geberew Tulu MekonnenGeberew Tulu Mekonnen is a Research Funding Officer at the University of Tasmania. He completed his PhD at the same university and his area of study is higher education governance. Prior to joining the University of Tasmania, he worked both in administrative and academic posts at Addis Ababa University, Ethiopia. His areas of interest are teacher education and higher education policy, governance and leadership.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"37 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134954451","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 school principals in Ghana: leadership styles and practices toward effective ‘educational outcomes’","authors":"David Kyei-Nuamah, Zhengmei Peng","doi":"10.1080/13603124.2023.2272146","DOIUrl":"https://doi.org/10.1080/13603124.2023.2272146","url":null,"abstract":"ABSTRACTResearch on principalship has become significant, especially regarding how their roles contribute to students learning. This study explores school principals’ leadership styles and practices and their contribution to students’ educational outcomes. Also, the binding relations between leadership styles and practices and students’ educational outcomes are identified. A qualitative method was employed to collect and analyze data using 3 senior high schools in Ghana. It further utilizes semi-structured interviews and focused group discussions with 201 participants. This study finds that the principals employed distributed, transformational and transactional leadership styles in different situations. Their practices, as a result, positioned them as strategic leaders. In addition, we found a ‘new’ contextual leadership ideology and practice: ‘management by working’ with these principals. The data further showed that the leadership ideologies of these principals were related to students’ educational outcomes through their practices. This research further accentuates the need for well-structured contextual best practices of principals about what works for students’ holistic educational outcomes. Also, the study suggests further empirical studies using schools in other regions to explore the best practices contributing to educational outcomes. Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe authors, will be glad to provide all data needed upon request.Notes1. Ghanaian pre-tertiary school system school leaders are called ‘headteachers’ or ‘Headmasters.’ However, in this study, we use the globally accepted name ‘principal.’2. Where there is an instructional or transformational leadership style, the study affirms its relations to teaching and learning, as posited by Hallinger and Heck (Citation2011). Therefore, it is used interchangeably.Additional informationFundingThe author(s) reported there is no funding associated with the work featured in this article.Notes on contributorsDavid Kyei-NuamahDavid Kyei-Nuamah is a Ph.D. student in the Department of Education at East China Normal University, Shanghai, China. His research areas include education policy, educational leadership and governance, and philosophy for education.Zhengmei PengZhengmei Peng is a professor and the director of the Institute of International and Comparative Education, Faculty of Education, East China Normal University. His areas of interest are comparative studies, education policy, and educational philosophy.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"39 51","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134954081","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 as a challenging opportunity: Nepali secondary principals’ contextual understandings and perception of their roles","authors":"Shankar Dhakal, Andrew Jones, Geoffrey W. Lummis","doi":"10.1080/13603124.2023.2276355","DOIUrl":"https://doi.org/10.1080/13603124.2023.2276355","url":null,"abstract":"This qualitative case study explores the perceptions of three Nepali secondary principals regarding their leadership roles, behaviors, and experiences. By employing semi-structured interviews in both physical and virtual school contexts, it emphasizes the importance of understanding the specific contexts, critically evaluating global leadership trends, and adopting approaches that enhance student wellbeing. The study highlights the influence of sociocultural structures shaped by societal values and beliefs. Spiritual attributes like humility, compassion, and connectedness are identified as contextual knowledge for Nepali principals. The research identifies a gap in Nepali school leadership literature, providing practical insights for their future career pathways.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"21 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134991834","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":"Implications of a critical friend in the resignificance of pedagogical leadership practices","authors":"Omar Aravena Kenigs, Carolina Villagra Bravo, Yanire Turra, María Elena Mellado Hernández","doi":"10.1080/13603124.2023.2272137","DOIUrl":"https://doi.org/10.1080/13603124.2023.2272137","url":null,"abstract":"ABSTRACTThe objective of the study is to describe the academic counseling developed by a critical friend to a school directive team and its implications in the transformation of their pedagogical leadership practices. The participants were seven school directors in a school in the south of Chile and a teacher advisor who fulfilled the role of ‘critical friend’. This qualitative case study was framed within a sequential participatory action-research design that was divided into a diagnostic phase, a design and implementation of practices phase, and a transformation process evaluation phase. The collection of information was carried out through a follow-up logbook to support the directive team. This allowed documenting the pedagogical leadership ‘practice problems’. Likewise, discussion groups between the critical friend and the directive team were developed to inquire about the beliefs that supported their pedagogical decisions. The results showed a little involvement of the directive team in learning. On these critical knots, the friend`s support guided collaborative reflection processes and leadership practice development, which were based on key pedagogical principles for the construction of a learning community. It may be concluded that there is a need to expand the support experiences to directive teams from a dialogical and participatory perspective. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. In this context, a ‘cycle’ corresponds to two consecutive class grades together in the Elementary School system in Chile. So, First cycle corresponds to first and second grades; second cycle corresponds to third and fourth grades; third cycle corresponds to fifth and sixth grades.Additional informationFundingThis research has been carried out within the project Fondecyt de Iniciación N°11200738 funded by the National Research and Development Agency (ANID), Chile.Notes on contributorsOmar Aravena KenigsOmar Aravena Kenigs Secondary Education Teacher with a specialization in Physical Education from Universidad de Los Lagos, Chile; Master in School Management from Universidad Católica de Temuco, Chile, and Doctor of Innovation on Teacher Training from Universidad de Extremadura, Spain. He is an Assistant academic at Universidad Católica de Temuco. He is the academic coordinator of the School Management Master program at Universidad Católica de Temuco. His lines of research are pedagogical leadership, professional teacher development, and educational practice.Carolina Villagra BravoCarolina Villagra Bravo Primary Education Teacher from Universidad Católica de Temuco, Chile; Master in education with a specialization in Educational Assessment from Universidad de La Frontera, Chile, and Doctor of Innovation on Teacher Training from Universidad de Extremadura, Spain. She is an Associate Academic in the Primary Education Pedagogy career at Universidad Católica Silva Henríquez. Her lines of research are educational","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"276 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135474953","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":"Perceived gender barriers and recommendations for addressing gender inequality in academic leadership: a thematic analysis of MOOC discussion forums","authors":"Marta Lucchetti, Chang Zhu, Aysun Caliskan","doi":"10.1080/13603124.2023.2274364","DOIUrl":"https://doi.org/10.1080/13603124.2023.2274364","url":null,"abstract":"ABSTRACTThere is ample evidence of the underrepresentation of women in academic leadership, especially in senior leadership roles. However, there is limited understanding of the barriers they face and the institutional measures that can promote gender equality. This study aims to fill this gap by exploring the perceptions and experiences of academic leaders of different genders and countries. Utilizing a qualitative research approach with a phenomenological design, we analyzed discussions from 75 academic leaders who participated in the LEAD2 MOOC forum on ‘Gender and Academic Leadership’. A thematic analysis of the discussion forum revealed socio-cultural barriers such as gender discrimination, organizational barriers rooted in male-dominated structures, and individual barriers such as work-life conflict. The study also highlights institutional policies and practices, such as unconscious bias training, transparent hiring and promotion criteria, and family-friendly measures, that can mitigate these barriers. The findings not only provide a comprehensive understanding of the challenges faced by women in academic leadership but also offer practical recommendations for policymakers and institutions. Finally, this study can serve as a foundation for future academic leadership development programs aimed at empowering female leaders. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectorsNotes on contributorsMarta LucchettiMarta Lucchetti is a Ph.D. candidate and working full-time on her Ph.D. research. Her research interests include educational leadership, educational innovation, educational technologies, and diversity and inclusion in higher education and the school context.Chang ZhuChang Zhu is a full professor in Educational Sciences at the Vrije Universiteit Brussel (VUB). She is the promoter and principal investigator of several key fundamental research projects in the field of higher education, internationalization, university governance, academic leadership, digital competence, digital pedagogy, educational innovations, online and blended learning, MOOC, ICT-supported learning, and social inclusion in digital learning environments.Aysun CaliskanAysun Caliskan is a postdoctoral researcher in Educational Sciences at the Vrije Universiteit Brussel (VUB). Her research mainly focuses on academic leadership, university governance, organizational culture, and educational innovations.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135635726","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}