Educational Management Administration & Leadership最新文献_第3页

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":"18 1","pages":""},"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":"28 1","pages":""},"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":"64 1","pages":""},"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

The interplay of contextual leadership and teacher-related organizational outcomes: The mediating role of group cohesion 情境领导力与教师相关组织成果的相互作用：群体凝聚力的中介作用

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2024-02-28 DOI: 10.1177/17411432241230662

Mohammad Noman, Jianmei Xu, Amrita Kaur, Kaili Fang

{"title":"The interplay of contextual leadership and teacher-related organizational outcomes: The mediating role of group cohesion","authors":"Mohammad Noman, Jianmei Xu, Amrita Kaur, Kaili Fang","doi":"10.1177/17411432241230662","DOIUrl":"https://doi.org/10.1177/17411432241230662","url":null,"abstract":"Recent studies have increasingly highlighted the need for contextual leadership practices within educational settings, however, there remains a notable lack of clarity regarding the specific influence of these practices on crucial organizational outcomes. The present study seeks to address this gap by investigating the relationships between contextual leadership and three key school outcomes: organizational citizenship behavior, group identity, and autonomous motivation for teaching. Additionally, the study examines group cohesion as a potential mediator in these relationships. To achieve this, a cross-sectional survey involving 1617 teachers was conducted, and the data were analyzed using structural equation modeling. The findings indicate positive correlations between contextual leadership and the three targeted outcomes: Organizational citizenship behavior, group identity, and autonomous motivation for teaching. Moreover, the study confirms the mediating role of group cohesion in these relationships. The finding underscores the importance of fostering shared identity and purpose within educational institutions to enhance desired outcomes. This study's implications extend to theoretical and practical domains, offering valuable insights for scholars, practitioners, and policymakers. Ultimately, the study advocates for a strategic focus on cultivating a cohesive and purpose-driven community to optimize educational achievements and teacher engagement.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"56 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140033607","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

Who am I? – Exploring secondary education school leaders’ professional identity 我是谁？- 探索中等教育学校领导的专业身份

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2024-02-20 DOI: 10.1177/17411432241230978

Janine Mommers, Piety Runhaar, Perry Den Brok

{"title":"Who am I? – Exploring secondary education school leaders’ professional identity","authors":"Janine Mommers, Piety Runhaar, Perry Den Brok","doi":"10.1177/17411432241230978","DOIUrl":"https://doi.org/10.1177/17411432241230978","url":null,"abstract":"This study explored school leaders’ professional identity by examining the guiding standards school leaders pursue in their jobs and the professional roles they identify themselves with. Using professional roles in school leadership that were formulated in (inter)national frameworks, 36 Dutch school leaders in secondary education provided their identity standards and their professional role identification. Standards were grouped per topic for each professional role. Role identification was visualized and grouped using radar charts. Results showed that in general ‘interactions and interpersonal contact’ formed significant aspects of these school leaders’ professional identities. Identity standards covered all professional roles and were mostly formulated in terms of contact and interaction. School leaders sometimes identified themselves primarily with a specific social or analytical role. Some school leaders identified themselves with multiple professional roles. Additionally, a new role, focusing on performing practical ‘hands on’ tasks, emerged. The identity standards as well as the identification patterns can be used in helping school leaders to gain more insight into their personal leadership preferences and their motivation for certain dimensions in their work and how these relate to specific demands and expectations in the work context.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"48 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955458","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

Lived experiences of study programme leadership in Norwegian higher education 挪威高等教育学习课程领导的生活经验

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2024-02-19 DOI: 10.1177/17411432241230663

Kristin Haugen, Randi Beate Tosterud, Sigrid Wangensteen, Marit Honerød Hoveid

{"title":"Lived experiences of study programme leadership in Norwegian higher education","authors":"Kristin Haugen, Randi Beate Tosterud, Sigrid Wangensteen, Marit Honerød Hoveid","doi":"10.1177/17411432241230663","DOIUrl":"https://doi.org/10.1177/17411432241230663","url":null,"abstract":"This qualitative study explores the lived experiences of study programme leadership in development processes in higher education (HE). Study programme leaders are considered crucial in enhancing high-quality study programmes. Using a phenomenological hermeneutic approach, we analysed data from 18 interviews representing study programme leaders from six distinct health profession bachelor programmes at two Norwegian multi-campus institutions. Our findings paint a metaphorical picture of study programme leadership, likening it to leading as in alternating currents where signals flow and change direction. These leaders adeptly navigate an ever-evolving educational landscape filled with horizontal and vertical signals, tensions, and expectations. However, some express a lack of motivation and preparation to enter this field of tension. Our analysis identifies three aspects of study programme leadership: transforming, bridging, and balancing. Through their leadership, study programme leaders serve as vital antennas in development processes, capturing signals, coordinating activities, and fostering connections. Furthermore, they are a pivotal nexus through their transformative and bridging efforts. Balancing various leadership approaches enables them to navigate the changing currents. This study's implications are relevant to the HE field, offering valuable insights into study programme leadership. By emphasising the pivotal role of study programme leaders, it contributes to advancing HE development processes, underscoring the need for heightened awareness and further development of these leadership roles.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"10 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139955393","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

School leadership and student outcomes: What do we know? 学校领导力与学生成绩：我们知道什么？

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2024-01-01 DOI: 10.1177/17411432231210364

Tony Bush

引用次数: 0

Authentic leadership as a predictor of organizational citizenship behaviour and teachers’ burnout: What's ‘quiet quitting’ got to do with it? 真实领导作为组织公民行为和教师职业倦怠的预测因子:“悄然辞职”与之有何关系?

2区教育学

Educational Management Administration & Leadership Pub Date : 2023-11-13 DOI: 10.1177/17411432231212288

Sigalit Tsemach, Anat Barth

{"title":"Authentic leadership as a predictor of organizational citizenship behaviour and teachers’ burnout: What's ‘quiet quitting’ got to do with it?","authors":"Sigalit Tsemach, Anat Barth","doi":"10.1177/17411432231212288","DOIUrl":"https://doi.org/10.1177/17411432231212288","url":null,"abstract":"Teachers’ attitudes and behaviours have been studied for the past few decades, but recently, especially due to changes following covid-19, a new concept named ‘quiet quitting’ has emerged. This term refers to the widespread phenomenon of employees setting limits to their employers and insisting on their unwillingness to go beyond job requirements. This study explored the relationships between principals’ authentic leadership (AL) and teachers’ organizational citizenship behaviour (OCB) and burnout, mediated by teachers’ organizational commitment, while distinguishing between the teachers’ level and the school level. One Thousand one hundred and seventy-nine Israeli teachers from 69 schools participated in this study. Results indicate that organizational commitment mediated the relationship between AL and burnout on both the teachers’ and the school level. Organizational commitment mediation regarding the relationship between AL and OCB was confirmed for the teachers’ level only. OCB positively correlated to burnout on the school level only. These findings clarify the concept of ‘quiet quitting’ among teachers. Actually, it seems to be a positive trend serving to reduce burnout among teachers who overwork themselves. These findings can help enlighten school leaders regarding their staff's behaviour as well as the school climate they wish to cultivate.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"128 32","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136351573","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