Educational Management Administration & Leadership最新文献_第2页

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

引用次数: 0

Principals and vice-principals: Hierarchy or teamwork? 校长和副校长：等级制度还是团队合作？

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2024-06-12 DOI: 10.1177/17411432241253071

Tony Bush

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

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“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

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":null,"pages":null},"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

Generativity and Nigrescence: The identity of a Black school principal pursuing social justice 生成与黑化：追求社会正义的黑人校长的身份

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2024-03-13 DOI: 10.1177/17411432241238381

Stephen Glass, Devery Rodgers, Charles Slater

{"title":"Generativity and Nigrescence: The identity of a Black school principal pursuing social justice","authors":"Stephen Glass, Devery Rodgers, Charles Slater","doi":"10.1177/17411432241238381","DOIUrl":"https://doi.org/10.1177/17411432241238381","url":null,"abstract":"This study explores the relationship between the identity development of a school principal and the concept of social justice leadership. We examine how one African American principal used equity-focused leadership in two different high schools to improve the conditions of all students. Erikson's view of identity and Cross's conception of Negrescence guided the research questions guided the study of the identity development of a Black school principal as a social justice leader, what actions he took, and what supports and barriers he encountered. The principal's case suggested several factors that form a social justice leader. He acknowledged a history of oppression, confronted racial animosity, and showed empathy through action. He had strong role models and received a solid education with Black professors and mentors and formed lifetime friendships. He developed the confidence to believe in himself as an educator and advocate for others. As an innovative educator, he was able to take risks. As a Black man, he fit well into one culture but was limited by racism in another. He became a leader who continued the pursuit of social justice after the principalship.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140146609","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

Antecedents of leadership efficacy development among novice school principals in Malaysia 马来西亚新任校长领导效能发展的前因

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2024-03-11 DOI: 10.1177/17411432241235793

Aziah Ismail

引用次数: 0

Investigating the roles of middle leaders in New South Wales public schools: Factor analyses of the Middle Leadership Roles Questionnaire 调查新南威尔士公立学校中层领导的角色：中层领导角色问卷的因素分析

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2024-03-11 DOI: 10.1177/17411432241231871

John De Nobile, Kylie Lipscombe, Sharon Tindall-Ford, Christine Grice

{"title":"Investigating the roles of middle leaders in New South Wales public schools: Factor analyses of the Middle Leadership Roles Questionnaire","authors":"John De Nobile, Kylie Lipscombe, Sharon Tindall-Ford, Christine Grice","doi":"10.1177/17411432241231871","DOIUrl":"https://doi.org/10.1177/17411432241231871","url":null,"abstract":"This article reports on factor analyses of the Middle Leadership Roles Questionnaire – School Edition (MLRQ-SE) that were conducted to test a theoretical model. This work was completed as part of a larger study that investigated the roles of formal middle-leadership positions in public schools of New South Wales, Australia. Quantitative data from an adapted version of the MLRQ-SE, which was completed by 2608 employees in formal middle leader positions in NSW public schools, were factor analysed to identify theorised roles and thereby confirm an overarching model of middle leadership roles as well as assist with ongoing refinement of the instrument's scales. Exploratory factor analyses identified seven salient roles of middle leaders. Confirmatory factor analyses of data from the two largest position categories supported the seven-role model for assistant principals and head teachers. While the scales within the MLRQ-SE were based on a wide review of previous research, the data reported here is from one educational jurisdiction in one country. However, the findings provide evidence for the existence middle leader roles often theorised in literature but to date not confirmed empirically. The findings also hold implications for policy, practice and future research regarding leadership development and recruitment.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140106859","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

Exploring the moderation role of teacher cultural value profiles on the association between transformational leadership and teacher job satisfaction: Evidence from Turkish education context 探索教师文化价值取向对变革型领导与教师工作满意度之间关系的调节作用：来自土耳其教育背景的证据

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2024-03-06 DOI: 10.1177/17411432241237374

Ferudun Sezgin, Ali Çağatay Kılınç, Servet Özdemir, Nedim Özdemir, Onur Erdoğan

引用次数: 0

School leadership training transfer in Ghana: Views of successful basic school leaders 加纳的学校领导力培训转移：成功的基层学校领导的观点

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2024-03-05 DOI: 10.1177/17411432241235787

Alfred K Ampah-Mensah

{"title":"School leadership training transfer in Ghana: Views of successful basic school leaders","authors":"Alfred K Ampah-Mensah","doi":"10.1177/17411432241235787","DOIUrl":"https://doi.org/10.1177/17411432241235787","url":null,"abstract":"Various professional development activities including training workshops are organised annually for school leaders. However, there have been questions as to whether participants in training workshops do necessarily implement lessons learnt from such workshops in their schools. This study reports lessons from school leaders who were adjudged to have been successful in implementing lessons from a British Council Connecting Classrooms training workshops for school leaders in Ghana. Adopting a qualitative phenomenological case study research approach using interviews, the study explored what school leaders perceived to be the factors that contributed to their successful implementation of lessons from the training workshops. The study found that when the focus of the workshop met participants needs, engagement of workshop participants in action planning, attending the workshop together with teachers and School Improvement Support Officers, follow-up visits by workshop trainers and organisers, creating of a platform for workshop participants to share experiences, and the organisation of a post-workshop reflective experience and successful stories sharing conference got them to commit to implementing lessons from the workshops. It is therefore recommended that organisers of training workshops for school leaders should incorporate these activities in their organisation of training workshop to achieve the intended impact.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140046109","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