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Well-being of international school leaders during the COVID-19 pandemic COVID-19 大流行期间国际学校领导的福祉
IF 3.6 2区 教育学
Educational Management Administration & Leadership Pub Date : 2024-08-07 DOI: 10.1177/17411432241269412
Lucy Bailey, Mark T. Gibson
{"title":"Well-being of international school leaders during the COVID-19 pandemic","authors":"Lucy Bailey, Mark T. Gibson","doi":"10.1177/17411432241269412","DOIUrl":"https://doi.org/10.1177/17411432241269412","url":null,"abstract":"This paper reports on the impact of the COVID-19 pandemic on the well-being of international school leaders. Drawing on a study of 13 leaders of international schools in 14 different countries, its key findings are that the pandemic resulted in increased stress, trauma and isolation for school leaders, and that school leader well-being is interdependent with the well-being of students and teachers. Yet, although student and teacher well-being has become a priority area post the pandemic, school leaders feel there is little or no attention paid to their own well-being. The data presented here suggest that more attention needs to be paid to international school leader well-being, for the benefit of all stakeholders in the school.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"58 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141932927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Female school principals in Arab communities 阿拉伯社区的女校长
IF 3.6 2区 教育学
Educational Management Administration & Leadership Pub Date : 2024-08-02 DOI: 10.1177/17411432241268326
Zeevik Greenberg, Ayala Cohen
{"title":"Female school principals in Arab communities","authors":"Zeevik Greenberg, Ayala Cohen","doi":"10.1177/17411432241268326","DOIUrl":"https://doi.org/10.1177/17411432241268326","url":null,"abstract":"This article describes Arab women's choice of the teaching profession, their advancement to management positions, and their function as school principals in Arab Israeli society, which itself is in transition from a traditional to a modern society. We examined this process as it relates to the theoretical concepts of private and public spheres in the context of gender. The article is based on 22 in-depth interviews, from which it seems that Arab women's choice of the teaching profession was mostly a default, which allowed them to solve the dilemma between their desire for self-realization and society's demands upon them as women. It also teaches about the path forged by women school principals from the closed, traditional family sphere to the open and modern public sphere, which was previously open only to men. Their promotion to management positions drove them to be leaders of teams and educational processes, in addition to being social leaders in their communities.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"21 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141882205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Principals’ sense-making and sense-giving of their professional role tensions: School leaders’ professionalism and creative mediation strategies during Covid-19 crisis 校长对其专业角色紧张关系的感性认识和感性给予：Covid-19 危机期间学校领导的专业精神和创造性调解策略
IF 3.6 2区 教育学
Educational Management Administration & Leadership Pub Date : 2024-07-23 DOI: 10.1177/17411432241264693
Sherry Ganon-Shilon, Ayelet Becher
{"title":"Principals’ sense-making and sense-giving of their professional role tensions: School leaders’ professionalism and creative mediation strategies during Covid-19 crisis","authors":"Sherry Ganon-Shilon, Ayelet Becher","doi":"10.1177/17411432241264693","DOIUrl":"https://doi.org/10.1177/17411432241264693","url":null,"abstract":"School principals are located at the interface between competing demands by a wide spectrum of stakeholders leading to tensions and ambiguities in their role. Understanding principals’ role tensions within organizational and occupational professionalism during Covid-19 crisis is of considerable importance for improving the capacity of school leadership. This qualitative study examines Israeli principals’ considerations and creative mediation strategies while facing competing accountabilities via the theoretical framework of sense-making and sense-giving in times of crisis. Using a collective case study design, data were collected via semi-structured interviews with 16 elementary and high school principals and policy documents, and analyzed thematically via ATLAS.ti software. The analysis surfaced three strategies and two considerations: (1) school leaders’ sense-making processes yielding protective mediation strategies based on retaining moral discretion; and (2) school leaders’ sense-giving processes transferring collaborative and contrived mediation strategies based on establishing the school's moral-professional cultural orientation. The contribution of this study to the research literature suggests contrived mediation as an innovative school leaders’ strategy. We provide practical implications within training and professional development programs for school leaders advocating principalship mentoring valuing uniqueness to experienced and novice principals.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"12 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141769484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A safe space and leadership matter for innovation: Exploring the role of psychological safety in the relationship between transformational leadership and innovation radicalness in Kyrgyz classrooms 安全空间和领导力对创新至关重要：探索心理安全在吉尔吉斯课堂变革型领导与创新激进之间关系中的作用
IF 3.6 2区 教育学
Educational Management Administration & Leadership Pub Date : 2024-07-23 DOI: 10.1177/17411432241264696
Mehmet Şükrü Bellibaş, Farida Ryskulueva, Julia Levin, Marcus Pietsch
{"title":"A safe space and leadership matter for innovation: Exploring the role of psychological safety in the relationship between transformational leadership and innovation radicalness in Kyrgyz classrooms","authors":"Mehmet Şükrü Bellibaş, Farida Ryskulueva, Julia Levin, Marcus Pietsch","doi":"10.1177/17411432241264696","DOIUrl":"https://doi.org/10.1177/17411432241264696","url":null,"abstract":"The present research examines the relationship between school transformational leadership and innovation radicalness in classrooms with the moderating and mediating role of psychological safety, to provide an understanding of whether and to what extent the influence of leadership on innovation radicalness in teaching might be strengthened or weakened across various levels of psychological safety. Utilizing a dataset that included 5052 teachers working in 147 schools across Kyrgyzstan, we conducted multilevel analyses to test the proposed hypotheses. We found a positive association of transformational leadership with psychological safety and innovation radicalness in classrooms at the teacher level. Moreover, transformational leadership was more strongly related to radical innovation in schools with greater psychological safety among teachers both at the teacher and school levels. We conclude that school principals should prioritize the emotional state of teachers characterized by psychological safety by acting as transformational leaders, thereby enhancing the impact of their practices on the realization of higher innovation radicalness in the pedagogical practices of teachers.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"154 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141769533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Challenges in implementing instructional leadership: Insights from Turkish school principals 实施教学领导力的挑战：土耳其校长的见解
IF 3.6 2区 教育学
Educational Management Administration & Leadership Pub Date : 2024-07-22 DOI: 10.1177/17411432241263915
Ramazan Cansoy, Sedat Gümüş, Allan Walker
{"title":"Challenges in implementing instructional leadership: Insights from Turkish school principals","authors":"Ramazan Cansoy, Sedat Gümüş, Allan Walker","doi":"10.1177/17411432241263915","DOIUrl":"https://doi.org/10.1177/17411432241263915","url":null,"abstract":"The growing international literature on instructional leadership notes that its implementation often varies depending on cultural and contextual factors. Previous studies have indicated that while Turkish school principals demonstrate some instructional leadership behaviours, they frequently do not practice its key components such as shaping teacher professional development, goal setting, curriculum development and instructional supervision. This study used qualitative research methods, including interviews with 33 school principals, to identify and understand the major barriers hindering the implementation of instructional leadership in Türkiye. Factors such as a lack of authority, beliefs about the profession, workload, community context, inadequate resources and principal competency are key influences affecting the implementation and effectiveness of instructional leadership in Türkiye. The findings contribute to a broader understanding of the nature of instructional leadership in diverse cultural contexts.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"20 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141745620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Science mapping the evolution of middle leadership research, 2002–2023 科学绘制 2002-2023 年中层领导研究演变图
IF 3.6 2区 教育学
Educational Management Administration & Leadership Pub Date : 2024-05-29 DOI: 10.1177/17411432241257893
Donnie Adams, Jayanti S. Sothinathan, Norfariza Mohd Radzi
{"title":"Science mapping the evolution of middle leadership research, 2002–2023","authors":"Donnie Adams, Jayanti S. Sothinathan, Norfariza Mohd Radzi","doi":"10.1177/17411432241257893","DOIUrl":"https://doi.org/10.1177/17411432241257893","url":null,"abstract":"This systematic review aimed to examine the evolution of middle leadership research in a 21-year period, starting from 2002 to 2023, by employing bibliometric methods to examine the metadata of 181 documents. It summarised the key features of the middle leadership knowledge base by analysing its descriptive trends, distribution of knowledge production, key scholars, journals, and documents, and uncovered its underlying intellectual structure. The review offers insights into the development of the literature on middle leadership – a relatively new concept. The findings from this review would help scholars understand the nuances of middle leadership as well as provide insights to researchers on the current and future development of middle leadership research in schools.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"22 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141195166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“It makes me get up and want to work even harder”: Stories of education leadership pathways "它让我站起来，想要更加努力地工作"：教育领导之路的故事
IF 3.6 2区 教育学
Educational Management Administration & Leadership Pub Date : 2024-05-06 DOI: 10.1177/17411432241248958
Elisabeth Kim, Jo Smith
{"title":"“It makes me get up and want to work even harder”: Stories of education leadership pathways","authors":"Elisabeth Kim, Jo Smith","doi":"10.1177/17411432241248958","DOIUrl":"https://doi.org/10.1177/17411432241248958","url":null,"abstract":"As a result of the increasing demands and the changing multi-cultural and socio-economic profile of schools, shortages of quality education leaders are a global issue. In the United States, this is particularly pernicious in urban areas, and traditional pathways to leadership positions pose an array of barriers. There is a growing need for culturally-responsive, critically self-aware social justice-oriented (CR/CSA/SJ) leaders who are better able to retain diverse teachers, more likely to stay in urban schools, contribute to higher achievement of marginalized students, and create inclusive environments. This qualitative study uses interviews to examine the leadership pathways of 72 education leaders at 28 intentionally diverse charter schools across five U.S. locations. Findings suggest that a range of motivations and experiences facilitated their pathways into leadership positions. Implications are relevant globally, at this time of increased awareness of historic societal inequities that schools can help combat.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"44 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140888519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Middle leadership and school improvement: Interpreting external and internal mandates 中层领导与学校改进：解读外部和内部任务
IF 3.6 2区 教育学
Educational Management Administration & Leadership Pub Date : 2024-05-04 DOI: 10.1177/17411432241236577
Tony Bush
{"title":"Middle leadership and school improvement: Interpreting external and internal mandates","authors":"Tony Bush","doi":"10.1177/17411432241236577","DOIUrl":"https://doi.org/10.1177/17411432241236577","url":null,"abstract":"","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"62 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140888568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Signature pedagogies and professionalism: An exploratory study on novice principal mentoring 特色教学法与专业精神：关于新任校长指导的探索性研究
IF 3.6 2区 教育学
Educational Management Administration & Leadership Pub Date : 2024-04-16 DOI: 10.1177/17411432241247295
Pariente Nirit, Tubin Dorit
{"title":"Signature pedagogies and professionalism: An exploratory study on novice principal mentoring","authors":"Pariente Nirit, Tubin Dorit","doi":"10.1177/17411432241247295","DOIUrl":"https://doi.org/10.1177/17411432241247295","url":null,"abstract":"Mentoring is one of the main tools for training novice principals, but its contributions to development of professional skills are yet unclear. To unpack the contributions of mentoring to novice principals’ professionalism, we first developed a conceptual framework based on the surface, deep, and implicit structures of Shulman's signature pedagogies, and the professional skills of diagnosis, intervention, and inference, according to Abbott's theory of professions. Using these frameworks, we explored the imprints left by mentoring on novice principals. The methodology includes content analysis of semi-structured interviews conducted with 15 Israeli novice principals on their mentoring experiences. The findings reveal that novice principals experience two contradictory messages: the principal as an omnipotent hero who can survive and cope, immediately and alone, with all professional tasks, and as an obedient bureaucrat who needs empathy and care. We conclude that while their mentors helped them to fulfill their obligations, they did not contribute to the development of the principals’ skills of diagnosis and inference of previous events. Theoretical and practical implications are presented in the discussion.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"11 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140614557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Demystifying the impact of educational leadership on teachers’ subjective well-being: A bibliometric analysis and literature review 解读教育领导力对教师主观幸福感的影响：文献计量分析与文献综述
IF 3.6 2区 教育学
Educational Management Administration & Leadership Pub Date : 2024-04-08 DOI: 10.1177/17411432241242629
Mehmet Karakus, Mustafa Toprak, Junjun Chen
{"title":"Demystifying the impact of educational leadership on teachers’ subjective well-being: A bibliometric analysis and literature review","authors":"Mehmet Karakus, Mustafa Toprak, Junjun Chen","doi":"10.1177/17411432241242629","DOIUrl":"https://doi.org/10.1177/17411432241242629","url":null,"abstract":"This study aims to offer a review of research on the impact of leadership on shaping teachers’ subjective well-being, utilizing metadata from the Web of Science. The study utilized bibliometric analysis techniques to showcase the prominent researchers and countries, along with their collaborative networks and the field's scientific foundations. Narrative reviews of the main themes across the entire corpus and h-classics publications provided further insights into the topic. The findings indicate a consistent growth in research activity within this field over the last decade. The foundations of research in this field have been primarily rooted in educational research, psychology, management, environmental health, and health sciences. The literature consistently emphasizes the pivotal role of leadership in influencing teachers’ well-being, recognizing effective school leadership as crucial for shaping their professional experiences. Supportive leadership is particularly highlighted for fostering a positive work environment and enhancing teachers’ subjective well-being, with various leadership styles influencing overall life and job satisfaction, motivation, and mental health.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"80 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140589237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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