International Journal of Leadership in Education最新文献

{"title":"Facets of school leadership: contributions of a phenomenological research approach","authors":"Markus Ammann, Michael Schratz","doi":"10.1080/13603124.2023.2255583","DOIUrl":"https://doi.org/10.1080/13603124.2023.2255583","url":null,"abstract":"The impact of principalship on school effectiveness has become one of the central topics of school leadership research. Meanwhile, while it is assumed with some certainty that a relationship exists between leadership and student achievement, there is a lack of research on how school leadership and student learning are related. Particularly in German-speaking countries, only a few studies have been conducted in this area. This paper responds to this deficit and discusses the results of a recent research project conducted at 28 schools across Germany that won the German School Award. Using a phenomenological approach, the project investigates how school leadership action is reflected in successful schools. Observations and interviews with principals, teachers, and students were conducted during three-day site visits to each school. Grounded theory sensitized our data coding, which relied on inductively formulated categories that reflected ‘facets’ of leadership experiences. The different facets are presented in this paper from a phenomenological research perspective as a kind of ‘response register’. We propose that these can form the basis of a facet model for successful school leadership, and use empirical data to illustrate the applicability of the facets.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135148664","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":"Deputy heads—leadership and power in change?","authors":"Hedvig Neerland Abrahamsen, Marit Aas","doi":"10.1080/13603124.2023.2258108","DOIUrl":"https://doi.org/10.1080/13603124.2023.2258108","url":null,"abstract":"Much current research emphasizes the importance of leadership as an interactive activity in leading school change and improvement. In the Norwegian context, there is growing interest in redesigning the historical hierarchical leadership structure, with a single school leader at the top to a more distributed leadership model that includes several middle leader levels, including deputy heads. While research has been conducted on middle leaders and distributed leadership as an interactive activity, few empirical studies to date have investigated how changing leadership structures affect the relation between leadership and power and how this situation can influence deputy heads’ room for maneuvering. In this article we use data from a Norwegian case to investigate deputy heads’ increased responsibility toward leading school change and improvement and how these changes influence questions of power. The analysis indicates that different forms of power influence deputy heads’ room for maneuvering.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135396424","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":"Understanding the process of teacher leadership identity development","authors":"Steven G. Barth, Christine Lotter, Jan A. Yow, Gresi Irdam, Brea Ratliff","doi":"10.1080/13603124.2023.2258083","DOIUrl":"https://doi.org/10.1080/13603124.2023.2258083","url":null,"abstract":"ABSTRACTThis study seeks to better understand the process by which secondary STEM teachers begin to see themselves as teacher leaders after participating in a 7-year professional development program. Twenty experienced teachers from different rural schools in a Southeastern state of the United States participated in a rigorous curriculum aimed at increasing their professional skills and capacity as educational leaders. Viewed through the lens of the Community of Practice Teacher Leadership Model, a qualitative analysis of teacher interviews provides evidence of the mechanisms involved in the participants’ professional growth. We found that recognition of the teachers’ leadership competencies performed within this long-term community of practice drove the cycle of teacher leader identity development. Implications of these findings include insight as to how this change in identity can be influenced, as well as identifying important connections between some existing frameworks describing the development of teacher leadership identity. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the National Science Foundation under Grant 1439842; and under Grant 1758438. Results shared in this study are those of the authors and do not necessarily reflect the views of the National Science Foundation.Notes on contributorsSteven G. BarthSteve Barth is a doctoral student in Educational Research and Measurement at the Univeristy of South Carolina. His research interests include teacher leadership, teacher professional development and retention, and structural equation modeling.Christine LotterChristine Lotter is a Professor of Science Education in the Department of Teacher Education at the University of South Carolina. Her research interests include science teacher leadership, effective inquiry and project-based professional development, and the impact of teachers’ beliefs on their instructional choices.Jan A. YowJan A. Yow is a Professor of Mathematics Education in the Department of Teacher Education at the University of South Carolina. Her research focuses on mathematics and STEM teacher leadership that supports impactful mathematics and STEM learning for each and every student.Gresi IrdamGreysi Irdam is a Postdoctoral Research Associate in the Department of Psychology at the University of South Carolina. Her research investigates the academic, social, and behavioral development of rural students, rural teacher leadership, and school mental health.Brea RatliffBrea Ratliff is a doctoral student in Secondary Mathematics Education at Auburn University. Her research interests include culturally responsive and sustaining mathematics instruction, teacher education, and educational leadership.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135397621","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":"Differences in school effectiveness between resilient and struggling Russian schools","authors":"Aleksandra Mikhaylova, Roman Zvyagintsev, Ìarina Pinskaya, Lorin Anderson","doi":"10.1080/13603124.2023.2254736","DOIUrl":"https://doi.org/10.1080/13603124.2023.2254736","url":null,"abstract":"Our research is dedicated to identifying what allows schools operating in difficult social conditions to show good academic results. We answer this question through the conjugation of two theoretical frameworks: academic resilience and school effectiveness. We analyze several models of school effectiveness and compare resilient and struggling schools through them. The study uses a quantitative and qualitative mixed-methods design. Our main arguments are based on an analysis of interviews conducted with students, parents, teachers, and principals in different schools—3 resilient and 3 struggling. We conclude that the schools differ in the strategies they implement; the main problem facing struggling schools is not the lack of effective elements, but the presence of negative ones; in further studies of school effectiveness, it would be worth using an integrative model that combines both poles.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135938450","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 role of principals’ pedagogical leadership practice in predicting teachers’ psychological empowerment: the case of East Gojjam province, Ethiopia","authors":"Kelemu Zelalem Berhanu","doi":"10.1080/13603124.2023.2255574","DOIUrl":"https://doi.org/10.1080/13603124.2023.2255574","url":null,"abstract":"Recently, pedagogical leadership has been regarded as an effective style in the education sector across the globe. Even if practicing pedagogical leadership makes capital available to foster teachers’ psychological empowerment, no previous study has done on this issue so far in the context of Ethiopia. Thus, this research was undertaken to explore the role of principals’ pedagogical leadership practice in predicting teachers’ psychological empowerment, in terms of teachers’ sense of meaning, competence, influence and goal internalization. The correlational survey model design was used. This study was conducted in East Gojjam province, Ethiopia. Data were collected from 420 teachers through the questionnaire and analyzed through SPSS 25. The validity and reliability of the pedagogical leadership and psychological empowerment scale were checked. As a result, according to the views of teachers, the results of simple correlation analyses showed there were a moderate to strong, positive and significant relationships between each dimension of pedagogical leadership and each dimension of psychological empowerment. Finally, principals’ practices of pedagogical leadership significantly predicted teachers’ psychological empowerment. In addition to, its contribution to the theory and literature, this study also empirically highlighted that to make teachers psychologically empowered; and developing various capitals of teachers should be considered.","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135979460","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":"A state-of-the-art review of Canadian literature on teacher professional learning and leadership (2010-2020)","authors":"Muhammad Athar Shah, Carol Campbell","doi":"10.1080/13603124.2023.2254732","DOIUrl":"https://doi.org/10.1080/13603124.2023.2254732","url":null,"abstract":"","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49611114","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":"Stepping into middle leadership: a hermeneutic phenomenological study","authors":"Norma Ghamrawi, Tarek Shal, N. Ghamrawi","doi":"10.1080/13603124.2023.2248060","DOIUrl":"https://doi.org/10.1080/13603124.2023.2248060","url":null,"abstract":"","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49653730","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":"Culturally responsive leadership in a pandemic context: a case study of three primary schools in a low socio-economic area of New Zealand","authors":"Camilla Highfield, M. Webber, Rachel A Woods","doi":"10.1080/13603124.2023.2248087","DOIUrl":"https://doi.org/10.1080/13603124.2023.2248087","url":null,"abstract":"","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47510147","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":"Proselytizing your employees into university brand evangelists: an empirical test from the higher education sector in Tanzania","authors":"David Amani","doi":"10.1080/13603124.2023.2248071","DOIUrl":"https://doi.org/10.1080/13603124.2023.2248071","url":null,"abstract":"","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":"38 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41288156","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":"A bibliometric analysis of influence of leadership styles on employees and organization in higher education sector from 2007 to 2022","authors":"Greeni Maheshwari, Khanh Linh Kha","doi":"10.1080/13603124.2023.2236968","DOIUrl":"https://doi.org/10.1080/13603124.2023.2236968","url":null,"abstract":"","PeriodicalId":46848,"journal":{"name":"International Journal of Leadership in Education","volume":" ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41439896","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}