Educational Management Administration & Leadership最新文献_第4页

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

Centring micro-politics in system leadership in a multi-academy trust 多学院信任下微观政治在系统领导中的定位

2区教育学

Educational Management Administration & Leadership Pub Date : 2023-11-07 DOI: 10.1177/17411432231210972

Mark Innes, Paul Armstrong, Steven Courtney

{"title":"Centring micro-politics in system leadership in a multi-academy trust","authors":"Mark Innes, Paul Armstrong, Steven Courtney","doi":"10.1177/17411432231210972","DOIUrl":"https://doi.org/10.1177/17411432231210972","url":null,"abstract":"System leadership has historically been used normatively as a concept to promote and privilege multi-site working across education institutions as part of a so-called self-improving system. In this article, we argue that a consequence of this definition is that any superficially ‘leaderful’ practice in such multi-site institutions is understood and legitimated through a system leadership lens. We argue further that when multi-academy trust (MAT) actors understand what they do as system leadership in this way, they may misdiagnose the role and importance of micro-politics as an explanatory model for their practice and motivations. Accepting a system leadership framing for their practice enables participants to underplay how they engage in careerist micro-political strategies and ploys within a wider framing of collaboration, networking and normal MAT functioning. To make these arguments, we draw on interview and observation data and analysis from a case study investigating literacy policy in a MAT in England. Our analysis contributes to the growing critical literature on system leadership and prompts questions about what organisational and sociological processes its claimed use conceals.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135540413","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

Configuring effects of learning-centred leadership in promoting teacher professional learning and teacher self-efficacy 配置以学习为中心的领导对教师专业学习和教师自我效能感的促进作用

2区教育学

Educational Management Administration & Leadership Pub Date : 2023-11-05 DOI: 10.1177/17411432231211431

Lei Mee Thien, Sock Beei Yeap

{"title":"Configuring effects of learning-centred leadership in promoting teacher professional learning and teacher self-efficacy","authors":"Lei Mee Thien, Sock Beei Yeap","doi":"10.1177/17411432231211431","DOIUrl":"https://doi.org/10.1177/17411432231211431","url":null,"abstract":"Comprehensive investigation of configuring effects of the learning-centred leadership that could sufficiently explain teacher outcomes has not been adequately addressed in the literature. Drawing on complexity theory, this study aims to investigate how the four dimensions of learning-centred leadership combine to lead to increased teacher professional learning and teacher self-efficacy using a combination of symmetric and asymmetric approaches. Data were collected from 453 secondary school teachers in Penang, Malaysia. The partial least squares structural equation modelling revealed the leadership support dimension has a significant positive effect on teacher professional learning. The modelling dimension has a significant positive effect on teacher professional learning and teacher self-efficacy. Fuzzy set-qualitative comparative analysis informed four configuring effects of learning-centred leadership dimensions on teacher professional learning, including a combination of high level of managing the learning programme and low level of building a learning vision leads to generate a high level of teacher professional learning. Likewise, there are four configuring effects of learning-centred leadership dimensions on teacher self-efficacy. This study contributes to the literature by advancing the theoretical foundation of how the learning-centred leadership dimensions combine to better explain high level of teacher professional learning and teacher self-efficacy.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725973","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

Gendered constructions of good management by men school leaders: Between hegemonic and caring masculinity 男性学校领导良好管理的性别建构:霸权与关怀的男子气概之间

2区教育学

Educational Management Administration & Leadership Pub Date : 2023-11-03 DOI: 10.1177/17411432231210379

Roy Kabesa, Izhak Berkovich

引用次数: 0

Reviewers 2022–2023 2022-2023 年审查员

2区教育学

Educational Management Administration & Leadership Pub Date : 2023-11-01 DOI: 10.1177/17411432231201730

引用次数: 0

System leadership in England: Changing the landscape, for better or worse? 英国的体制领导:改变现状，是好是坏?

2区教育学

Educational Management Administration & Leadership Pub Date : 2023-11-01 DOI: 10.1177/17411432231201718

Tony Bush

引用次数: 0

Novice principals coping strategies during the Covid-19 pandemic in Sweden 瑞典新冠肺炎大流行期间新手校长应对策略

2区教育学

Educational Management Administration & Leadership Pub Date : 2023-10-23 DOI: 10.1177/17411432231208789

Susanne Sahlin, Monica Sjöstrand, Maria Styf, Sandra Lund

{"title":"Novice principals coping strategies during the Covid-19 pandemic in Sweden","authors":"Susanne Sahlin, Monica Sjöstrand, Maria Styf, Sandra Lund","doi":"10.1177/17411432231208789","DOIUrl":"https://doi.org/10.1177/17411432231208789","url":null,"abstract":"This study presents findings from a qualitative case study where principals ( n = 193), studying a national principal training programme, participated in a study exploring novice principals’ perceptions of how their leadership was impacted during the recent Covid-19 pandemic. A model classification of stressful situations related to coping strategies was used as the theoretical framework for the study and used in the content analysis with a deductive approach. In small groups, the principals used a specific conversation model and discussed their experiences of how their leadership had been affected during the pandemic. The findings showed that principals identified a lack of clarity and situations linked to the adaption to new rules required over time when staff and student absenteeism were consistent challenges. The majority of situations that the principals described can be linked to unclear but affectable situations, where they had to make uncomfortable decisions but also provide security and solutions. Principals mainly used problem-oriented stress management strategies by searching for information, analysing and finding new solutions.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135412921","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

Supporting change in Polish higher education: Academic middle leaders’ perspectives 支持波兰高等教育变革:学术中层领导的观点

2区教育学

Educational Management Administration & Leadership Pub Date : 2023-10-16 DOI: 10.1177/17411432231206247

Xiangyun Du, Aida Guerra, Juebei Chen, Euan Lindsay, Bente Nørdgaard

{"title":"Supporting change in Polish higher education: Academic middle leaders’ perspectives","authors":"Xiangyun Du, Aida Guerra, Juebei Chen, Euan Lindsay, Bente Nørdgaard","doi":"10.1177/17411432231206247","DOIUrl":"https://doi.org/10.1177/17411432231206247","url":null,"abstract":"This article reports a mixed-methods study examining 29 academic middle leaders’ viewpoints on supporting educational change in higher educational institutions in Poland. Following a three-dimensional conceptual framework emphasizing support at the individual, collegial, and environmental levels, Q methodology was adopted to collect and analyze data qualitatively and quantitatively. Four significantly different viewpoints were identified, respectively prioritizing (1) creating an institutional culture, (2) connecting people to form a support system, (3) supporting educators’ change readiness, and (4) supporting trust building. The follow-up focus groups, in addition to verifying the Q outcomes, identified a shared conceptualization of middle leaders as complex dynamic adaptive systems, despite their general lack of professional training for their positions. The identified consensus emphasized their shared concerns about a lack of institutional support, which echoes the prevailing research findings on university educators. The results also reveal a particular need for attention to pedagogical advancement, which has been historically neglected due to socioeconomic constraints. This study suggests broadening the scope of change, including higher education institutions’ policymaking, practice, and research, to provide systemic and systematic support to actors.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136078639","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

‘Being happy means doing it together’: Exploring the interpersonal emotion regulation of kindergarten principals “快乐就是一起做”:幼儿园园长人际情绪调节探析

2区教育学

Educational Management Administration & Leadership Pub Date : 2023-10-10 DOI: 10.1177/17411432231206623

Wenyan Jiang, Wenlan Wang, Hongbiao Yin

{"title":"‘Being happy means doing it together’: Exploring the interpersonal emotion regulation of kindergarten principals","authors":"Wenyan Jiang, Wenlan Wang, Hongbiao Yin","doi":"10.1177/17411432231206623","DOIUrl":"https://doi.org/10.1177/17411432231206623","url":null,"abstract":"The interpersonal emotion regulation of principals has rarely been examined as an independent issue, although it has been widely recognized that educational leadership is an emotional endeavour situated in an interpersonal context. This study aimed to understand how kindergarten principals engage in interpersonal emotion regulation by examining their strategy use. A case study approach was used to collected data, and a thematic coding analysis was conducted to generalize the specific strategies adopted by 12 kindergarten principals from Hong Kong. The findings showed that the principals mainly used four types of strategies to regulate the emotions of self and others, namely, intrinsic emotion-improving, extrinsic emotion-improving, extrinsic emotion-worsening, and extrinsic emotion-suspending. Comparatively, emotion-improving strategies for both intrinsic and extrinsic regulation are the preferred choices of these kindergarten principals. This study identified a new category of interpersonal emotion regulation strategies for kindergarten principals, namely, extrinsic emotion-suspending which has rarely been examined in the literature. With these findings, this study offers fresh insights into kindergarten principals’ emotion regulation and leadership practices and extends the understanding of the role of emotions in educational leadership.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136358077","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 promotion of distributed leadership in education at national level: Discursive change to maintain the old order – Lessons from Ireland 在国家层面上促进教育中的分布式领导:话语变革以维持旧秩序——来自爱尔兰的经验

2区教育学

Educational Management Administration & Leadership Pub Date : 2023-10-08 DOI: 10.1177/17411432231206617

John O’Sullivan, Gerry Mac Ruairc

{"title":"The promotion of distributed leadership in education at national level: Discursive change to maintain the old order – Lessons from Ireland","authors":"John O’Sullivan, Gerry Mac Ruairc","doi":"10.1177/17411432231206617","DOIUrl":"https://doi.org/10.1177/17411432231206617","url":null,"abstract":"There is increasing evidence of the influence of neoliberal and New Public Management (NPM) agendas in education systems around the world. Research shows the associated restricted drive for efficiency and effectiveness has induced negative effects on students, teachers and school leaders. Distributed leadership features prominently in policy frameworks in such countries. Despite this, research shows it manifests in limited forms of delegation. Taking Ireland as an example, this study extends this via interrogation of discourses of educational leadership advanced by the Department of Education there. This allows for an understanding of not just what is occurring but illuminates why, thereby opening up opportunities for alternative practices. Specifically, having explicated the contested term ‘distributed leadership’, this research reports on a thematic and discourse analysis of the Department's Whole School Evaluation (WSE) reports on a sample of 12 post-primary schools. Key findings reveal the Department's espoused ‘enhanced’ model of ‘distributed leadership’ belies its advancement of delegated leadership and ‘discursive twists’ that enable ‘unleaderful’ activities of teachers and routine educational experiences of students to masquerade as leadership. Leadership implications for the Department that would enable, rather than constrain, enhanced educational leadership practice in schools are highlighted.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135197744","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