International Journal of Leadership in Education最新文献

{"title":"Superintendents as social justice advocates for African American female students in STEM","authors":"Shawn Joseph, Khalid Arar, Hasan Karaburk, Salman Elbedour","doi":"10.1080/13603124.2023.2261403","DOIUrl":"https://doi.org/10.1080/13603124.2023.2261403","url":null,"abstract":"ABSTRACTAlthough the Obama-Biden administration recognized and the Biden-Harris administration continues to emphasize the importance of science, technology, engineering, and mathematics (STEM), including medicine, for the nation’s continuing prosperity, the United States produces significantly fewer STEM graduates than other countries. To make up the difference, the United States relies on foreign STEM workers. For a variety of reasons, it would be better to produce STEM professionals domestically. One approach to narrow or eliminate the gap between the number of STEM workers the United States needs and the number of graduates in STEM fields is to attract and maintain more women of color in STEM careers. Fulfilling this vision requires superintendents who view getting more African-American female students interested in STEM as both an economic and social justice issue. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsShawn JosephDr. Shawn Joseph’s passion for equity and social justice has led him to serve in a number of positions in the world of education. He has been an English teacher, school administrator, central office administrator, and superintendent in Delaware and Tennessee. He served on the faculty of Fordham University in the Department of Educational Leadership, Administration, and Policy during the 2019-2020 school year and is currently Co-Director of the AASA/Howard Urban Superintendent Academy and Assistant Professor of Educational Leadership, Administration, and Policy Studies at Howard University.Khalid ArarKhalid H. Arar, Ph.D. is a Professor of Educational Leadership and Policy, Education and Community Leadership, School Improvement Doctoral Program, College of Education at Texas State University. His international and comparative research scholarship is rooted at the nexus of social justice, equity, and diversity in educational leadership and policy. His research interests contribute in a novel, robust, and significant way to the scholarship of social justice leadership and policy, more specifically to the area of refugee welcome education. For the past two decades, he has conducted studies in the Middle East, Europe, the Mediterranean, North America, and the United States. His book: School Leadership for Refugees, was a winner of Routledge’s prestigious choice Outstanding Academic Title in 2021. He was recently awarded the title of Honorary Professor of International Studies at Texas State University, while AERA Division A honored him with the Excellence in Research Award 2023. Prof. Arar has served on amble of international scholarly conference boards; he is on the editorial board of 12 scholarly journals editor-in-chief of Leadership and Policy in Schools, and associate editor of Journal of Educational Administration and History, and Equity in Education and Society.Hasan KaraburkDr. Hasan Karaburk is a professor of education and the president at W","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"274-275 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135993706","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":"Academic leaders navigating change: a comprehensive bibliometric review paper of crucial leadership capabilities and managerial competencies","authors":"Majid Ghasemy, Liu Siwei, Morshidi Sirat","doi":"10.1080/13603124.2023.2267029","DOIUrl":"https://doi.org/10.1080/13603124.2023.2267029","url":null,"abstract":"ABSTRACTThis paper explores the intertwined yet distinct roles and responsibilities of leadership and management within higher education institutions. The study underscores the importance of identifying key differentiating indicators of academic leadership and management while emphasizing the need to enhance leadership and management development programs to align with the ever-evolving higher education landscape. Our focus centers on crucial leadership capabilities and managerial competencies exhibited by academic leaders, placing particular emphasis on the value of the academic leadership capability framework as a facilitative tool for academic leadership and management development. After establishing the context of the study, we conduct a selective review of relevant research aimed at identifying effective academic leadership qualities. Next, we delve into the academic leadership capability framework, offering comprehensive insights into its applicability. The paper proceeds to introduce the bibliometric methodology employed, explaining how 610 Scopus-indexed publications on academic leadership and management development, spanning 53 years (1970 to mid-July 2023), were systematically analyzed. Presenting the bibliometric results, we engage in a comprehensive discussion concerning the theoretical and practical/societal implications derived from our findings. Finally, the paper concludes by providing recommendations for future research in this vital domain. AcknowledgmentsThe authors are grateful to Emeritus Professor Geoffrey Scott from Western University Sydney for his invaluable input. The corresponding author expresses gratitude to Zeynab Khodaei, Ilia Ghasemy, and Aria Ghasemy, and dedicates this review paper to the incredible and brave women and men of Iran.Disclosure statementNo potential conflict of interest was reported by the author(s).Data availability statementThe articles analyzed in the bibliometric study can be accessed from the Scopus database using the query provided under the methodology section of this paper.Additional informationFundingThis study has been funded by the Universiti Sains Malaysia [Grant Number: 304/CIPPTN/6315200].Notes on contributorsMajid GhasemyMajid Ghasemy, a Senior Lecturer at the National Higher Education Research Institute (IPPTN), Universiti Sains Malaysia (USM), has an accomplished career, encompassing roles such as coordinating the Global Higher Education Network (GHEN) Malaysia and serving as a mentor for the Web of Science (Publons) Academy. He is also a consultant for Multivariate Software, S.A.P.I. de C.V., and is certified as a senior trainer for ATLAS.tiLiu SiweiLiu Siwei is currently pursuing a PhD at IPPTN, USM, with a specialization in university branding research. His doctoral thesis centers on investigating the factors leading to university brand identification among students and exploring its outcomes. The primary goal of his research is to uncover the underlying rationale behind students'","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136033269","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":"Architects of change: female Islamic school leaders in Australia & New Zealand","authors":"Claire Alkouatli, Mohamed Abdalla, Nezar Faris, Siti Nur Hidayah","doi":"10.1080/13603124.2023.2264257","DOIUrl":"https://doi.org/10.1080/13603124.2023.2264257","url":null,"abstract":"ABSTRACTThis interpretive study centers the marginalized voices of female Islamic school leaders in Australia and New Zealand. Sharing perspectives on their experiences leading Islamic schools situated in evolving, heterogeneous communities – facing male dominance both within their communities and beyond, in the larger society – these women revealed that their work involves sophisticated conceptual reconciliation as part of nuanced leadership at multiple social levels. Semi-structured interview data enabled the construction of three themes whereby the school leaders described centering student development, balancing the demands of school boards, parents, and wider Muslim communities, and emphasizing intercultural communication with the indigenous Aboriginal and Maori and Western secular-dominant communities. The study echoes extant literature on challenges that Muslim women in leadership face, but it also builds upon that literature in illuminating some unique strengths. With a clear vision of both the challenges and the goals – including to nurture girl students toward leadership of mixed societies – these leaders described drawing from Islamic frameworks of values toward leading Muslim contributions to mainstream society. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Prophet Muhammad is held in the highest esteem by Muslims because he is considered a prophet who received the Qur’an as the words of God and is often honored, upon mention, with the words, peace and blessings be upon him, or, in Arabic: ﷺ. Likewise, upon mention of God (Allah, in Arabic), Muslims often say, subhana wa tala (the most glorified, the highest), which we denote with the Arabic symbol ﷻ. When the research participants said these words, we added the appropriate Arabic honorific as a symbol.Additional informationNotes on contributorsClaire AlkouatliClaire Alkouatli is a Lecturer at the University of South Australia, Centre for Islamic Thought and Education, a Research Fellow at the Cambridge Muslim College, and an educational consultant for Usua Foundation in the USA. She did a PhD in Human Development, Learning, and Culture at the University of British Columbia, in Vancouver, Canada, with a specialization in research methodology. Her qualitative research focuses on the roles of culture, relationships, and pedagogies in human development across the lifespan—particularly imagination, play, dialogue, inquiry, challenge, and spiritual developmental catalysts.Mohamed AbdallaMohamad Abdalla is the Founding Director the Centre for Islamic Thought and Education (CITE) at the University of South Australia. He worked in the field of Islamic Studies for over 25 years and played a leading role in establishing Islamic Studies across several Australian universities. In 2020, he was appointed a Member of the Order of Australia (AM), the highest recognition for outstanding achievement and service, for his significant service to education in t","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135094539","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":"Catholic Jesuit educational mission: Catholic social teaching and Arrupian justice approach in pursuit of racial justice at traditional Jesuit schools","authors":"Sajit U. Kabadi","doi":"10.1080/13603124.2023.2264262","DOIUrl":"https://doi.org/10.1080/13603124.2023.2264262","url":null,"abstract":"ABSTRACTResults from a case study school are reported. The mission of a Catholic, Jesuit High School consists of teaching and living the seven principles of Catholic Social Teaching as a way to love one’s neighbor. This involves ensuring the human dignity of all human beings. Traditional American Jesuit High Schools continue to pursue the human dignity and be in right relationship with all underrepresented and underserved communities despite societal and demographic challenges and political headwinds. This manuscript presents a perspective of racial justice that interweaves Catholic Social Teaching with the social justice vision of Pedro Arrupe. Arrupe is the former Jesuit Superior General of the Jesuits and the inspiration behind Traditional Jesuit high schools incorporating the principles of Catholic Social Teaching within their schools. This article explores how the Catholic Jesuit mission specifically as it pertains to issues of racial justice can be animated within the traditional Jesuit educational institutions in substantive and most transformative ways requiring greater prophetic governance and leadership. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSajit U. KabadiSajit Kabadi is currently an Assistant Principal of Mission, Ministry, and Diversity. He is also a theology teacher, director of diversity, Board of Trustee, Consultant, Volunteer, and Student in several traditional Jesuit high schools throughout the United States. He has a doctorate in Educational Leadership and Innovation with a focus on justice issues in primarily Catholic, Jesuit Institutions.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135142233","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 effect of servant leadership on Greek public secondary schools acting as learning organizations","authors":"Athanasios Tsarkos","doi":"10.1080/13603124.2023.2264261","DOIUrl":"https://doi.org/10.1080/13603124.2023.2264261","url":null,"abstract":"ABSTRACTThis study aims to explore the effect of servant leadership on Greek public secondary schools operating as learning organizations. Over 192 public school principals completed both the servant leadership questionnaire (SLQ) and the dimensions of learning organization questionnaire (DLOG). A quantitative survey was conducted all over the country. From a practical standpoint, servant leadership seems not to be impractical as it is exercised to a moderate degree. Schools act as learning organizations to a moderate to strong degree. The results of the multilevel analysis emphasize the importance of empowerment, emotional healing and creating value for the community as major predictors of establishing a school-based organizational learning culture. Furthermore, employment status, teacher qualifications and school size have a significant impact on the perceived learning organization culture. Findings are expected to encourage managers to embrace and adopt the doctrine of servant leadership as a whole to improve long-term performance. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsAthanasios TsarkosAthanasios Tsarkos is a classroom teacher in secondary education as a physicist at Zipari high school, Κos island, Dodekanisa, 85300, GREECE. Email: atsarkos@sch.gr. His current research interests include the development and application of servant leadership, pedagogies and organizational learning and wisdom in public secondary education.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135829685","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":"Enacting care and control: leadership in Chinese secondary school dining halls","authors":"Wei Wei, Marianne Larsen","doi":"10.1080/13603124.2023.2264253","DOIUrl":"https://doi.org/10.1080/13603124.2023.2264253","url":null,"abstract":"ABSTRACTCaring is considered an essential quality for principals and vice-principals in China, which is explicitly stated in the standards-based policy for school leaders at the national level. This study delves into this concept of caring and investigates how standards related to caring leadership were enacted in one particular setting: the school dining hall. The study drew upon both theoretical discussions and qualitative findings from three secondary schools in northern China. Adopting a spatialized lens of policy enactment, this study reveals the strategies used by school leaders to show they care for their (teaching and administrative) staff, such as ensuring food provision and encouraging non-formal conversations. However, we also argue that school dining halls are socio-cultural spaces where school leaders were able to enact control over staff. As a result, school hierarchies were reinscribed by school leaders’ exercise of benevolent governance within school dining halls, which became contradictory spaces of caring, control, inclusion and exclusion. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsWei WeiDr. Wei Wei is a graduate of the Faculty of Education, Western University. Her doctoral research focused on the transfer of leadership standards and its contextualization in China. Currently she is based in Beijing, China and continues to research and publish on the cultural politics of policy mobilities and the modes of educational governance driven by the datafication and platformization in education.Marianne LarsenDr. Marianne A. Larsen is a Professor Emerita at the Faculty of Education, Western University. Within the field of comparative and international education, Dr. Larsen is a global expert on the internationalization of higher education. She is currently also an Academics Without Borders volunteer providing capacity building expertise to a Kenyan university developing its internationalization strategic plan.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135829684","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":"Strengthening leadership practices through utilization of employee-directed performance appraisal in higher education","authors":"Tracey Ahern","doi":"10.1080/13603124.2023.2254733","DOIUrl":"https://doi.org/10.1080/13603124.2023.2254733","url":null,"abstract":"ABSTRACTAs a leader and manager in higher education, an important aspect of my role is to lead a team of six nursing academics who plan, prepare, and deliver an online postgraduate degree at a regional Australian university. The academic team are a remote team, residing in geographically dispersed locations of Australia, many who are early career educators in higher education. To inform my practice as a leader and manager of this unique team, and specifically with the aim of increasing understanding performance management (PA) and performance appraisal (PA), a critical analysis of the current literature was undertaken. This critical analysis transpired after being intrigued by the paper titled ‘Performance evaluation will not die, but it should’ by Murphy (2020). After an analysis of the current literature and PA practices implemented in a university setting, findings suggest that not all performance evaluation should die. Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815798","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":"(Re)contextualizing the field. A Bourdieuian analysis of small rural school principal leadership in a post-conflict society","authors":"Carl Bagley, Monserrat Fargas-Malet","doi":"10.1080/13603124.2023.2260336","DOIUrl":"https://doi.org/10.1080/13603124.2023.2260336","url":null,"abstract":"As neo-liberal, economic and political fields increasingly contaminate the field of education, so a (re) contextualised understanding of the manifold and shifting social space small rural primary school principals occupy is of central importance to understanding practice. An understanding especially germane to a post-conflict divided and segregated society such as Northern Ireland. The paper draws on data from a mixed-method investigation including a survey of small rural school principals and case study research in five small rural primary schools. The findings are theoretically and conceptually informed by Bourdieu (1984) and his work on field, habitus and capital as a means to understand practice. The insight into principal practice that emerges is one that is, complex, fluid and uncertain; school leaders needing to negotiate diverse logics of practice as a response to the dominant fields in play at any given time. We contend that at one level, neo-liberal economistic imperatives and politicisation of education have led to a professional narrowing in principal leadership practice. While on another level, in a post-conflict Northern Ireland, we have arguably seen a professional widening, with principals afforded a leadership role potentially empowered to help balance cross-community religious tensions and facilitate peace and reconciliation.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815959","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":"Illusions of Equity: Fulfilled and Unfulfilled Needs of Students with Disabilities in Higher Education","authors":"Abdelaziz Zohri, Ira Bogotch","doi":"10.1080/13603124.2023.2261417","DOIUrl":"https://doi.org/10.1080/13603124.2023.2261417","url":null,"abstract":"ABSTRACTThis study documents both the accommodations and fulfilled/unfulfilled needs of students with disabilities (SWD) in one US university and two universities in Morocco, . The empirical facts from the two case studies are not in dispute; rather, how these two settings approach the concept of equity were very different, indicating that equity itself is a contested concept. However, our purpose was to explore whether fulfilling the needs for SWDs – as ‘legitimate’ equitable practices in diverse settings – might provide leadership and systemic change insights in higher education. The data was collected qualitatively using semi-structured interviews with SWD and – the US – university staff assigned to the area of student accommodations. Equity in Morocco assumed a personal humanistic approach embedded within the liberal arts and, therefore, took a laissez-faire approach institutionally. Equity in the US was manifested institutionally through individual accommodations across academics in terms of tutoring and assistive technologies, and through social and emotional learning supports. The implications for leadership suggest how institutions could improve upon fulfilled needs and how unfulfilled needs remain problematic. Thus, the meanings of equity in practice indicate how the illusions of equity continue to dominate leadership discourses. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe work was supported by the Fulbright Morocco.Notes on contributorsAbdelaziz ZohriAbdelaziz Zohri holds a PhD in EFL and the Evaluation of Education Systems from the college of education sciences at university Mohammed V in Morocco. He currently serves as an associate professor of Research methods and EFL at the National School of Business and Management (ENCG), university Hassan I. In 2021, he was a post-doctoral Fulbright scholar at the college of Education in Florida Atlantic University, USA. Dr. Zohri is also a co-founder of Africa Voices Dialogue- a pan African NPO that amplifies the voices of African educators and learners across Africa and beyond. His research interests span across change management in turbulence, research methods, educational leadership, educational social psychology and educational policy analysis.Ira BogotchIra Bogotch is a scholar renowned for his extensive research in the realms of leadership and social justice. Since 2000, he has been a faculty member within the Department of Educational Leadership and Research Methods at Florida Atlantic University. Dr. Bogotch's academic pursuits are centered around several key areas of interest, including the profound impact of socio-cultural and historical factors on school leadership, innovative leadership pedagogies, the internationalization of educational leadership, and the exploration of potential correlations between school leaders and the promotion of social justice. Notably, his recent work has focused on the critical examin","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815962","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 intercultural schools: the role of attentiveness in cultural diverse contexts","authors":"Marina García-Carmona, Izhar Oplatka","doi":"10.1080/13603124.2023.2261396","DOIUrl":"https://doi.org/10.1080/13603124.2023.2261396","url":null,"abstract":"Click to increase image sizeClick to decrease image size Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThe first author acknowledges the Ministry of Universities of the Government of Spain and the European Union (NextGenerationEU funds) for partially funding this article.Notes on contributorsMarina García-CarmonaMarina García-Carmona is Associate Professor at the University of Granada (Melilla Campus, Spain), Visiting Researcher at ICS-University of Lisbon (Portugal), and member of the Analysis of the Educational Reality Research Group (HUM-672). Marina’s research focuses on educational leadership, parents’ participation at school, intercultural education, and ICT.Izhar OplatkaIzhar Oplatka is Professor of Educational Admnistration and Policy at Tel Aviv University. His areas of study revolves around emotion in educational organizations, the career of school leaders and teachers, and educational reform.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815966","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}