Educational Management Administration & Leadership最新文献_第7页

Instructional leadership during the COVID-19 pandemic: The case of Israel 2019冠状病毒病大流行期间的教学领导:以以色列为例

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2022-05-23 DOI: 10.1177/17411432221102521

H. Shaked

引用次数: 2

Succession planning for school principals: System control or leader agency? 校长继任计划:系统控制还是领导机构?

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2022-05-01 DOI: 10.1177/17411432221090727

T. Bush

引用次数: 1

From the best practices of successful school leaders: Developing and validating the principal competencies inventory in South Korea 从成功学校领导的最佳实践:在韩国开发和验证校长能力清单

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2022-03-23 DOI: 10.1177/17411432221082914

Yeseul Choi, Sanghun Lee, Hunseok Oh

{"title":"From the best practices of successful school leaders: Developing and validating the principal competencies inventory in South Korea","authors":"Yeseul Choi, Sanghun Lee, Hunseok Oh","doi":"10.1177/17411432221082914","DOIUrl":"https://doi.org/10.1177/17411432221082914","url":null,"abstract":"This study aims to develop and validate the Principal Competency Inventory (PCI), an instrument used to assess a principal’s leadership competencies that promote student learning in South Korea. An extensive review of prior work was conducted to understand the theoretical foundation related to school leadership and the competency construct of the PCI derived from the Behavioural Event Interview of principals. Then, the psychometric procedures used in developing and validating the PCI were followed. The significance of this study and its practical implications for the use of this new instrument was discussed. From a theoretical and practical standpoint, this study contributes to the school leadership field by describing development and validation procedures, identifying where evidence of the reliable assessment instrument is lacking, and utilising the advantage of the competency-based framework. Also, the analysis of this study provides international perspectives about school leadership practices, thus supplementing the prior Western-focused literature in this field. In addition, this study offers useful information for policymakers and principal leadership development program designers who want to assess and evaluate principal leadership competency.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"182 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138507753","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

Educational practice in Switzerland: Searching for diversity-engaged leadership 瑞士的教育实践:寻找多元化参与的领导

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2022-03-21 DOI: 10.1177/17411432221086225

Cathryn Magno, Anna Becker, Marion Imboden

引用次数: 0

The importance of context for leadership in education 背景对教育领导力的重要性

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2022-03-18 DOI: 10.1177/17411432211051850

Gabriele Lakomski, Colin W Evers

{"title":"The importance of context for leadership in education","authors":"Gabriele Lakomski, Colin W Evers","doi":"10.1177/17411432211051850","DOIUrl":"https://doi.org/10.1177/17411432211051850","url":null,"abstract":"The doctrine of leader centrism, supported by the concept of methodological individualism, dominates contemporary accounts of leadership in education and is generally applied as the default option that explains how organizations such as schools function. We argue that methodological individualism is not defensible and that as a result, the explanatory value of leadership is an open empirical question, not a default option. Leadership, and especially problem-solving, is always exercised under a set of constraints. Making the study of these constraints the focal point for determining leadership not only requires the resources of sciences not usually employed in leadership research, but leads to a reconceptualizing how leadership ought to be studied. In this paper we identify three broad contexts that help determine the constraint sets that define problems and their solutions. A defensible theory of educational leadership, we argue, must incorporate context as sets of constraints and develop empirical procedures to investigate context. Only after investigation is it possible to determine who or what the unit of leadership was, or whether leadership occurred at all. There are no default options.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"182 5","pages":""},"PeriodicalIF":3.6,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138507751","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: 5

Leadership for equality in education: 50 years marching forward or marching on the spot? 教育平等的领导力:50年的前进还是原地踏步?

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2022-03-01 DOI: 10.1177/17411432211064425

J. Lumby, Pontso Moorosi

{"title":"Leadership for equality in education: 50 years marching forward or marching on the spot?","authors":"J. Lumby, Pontso Moorosi","doi":"10.1177/17411432211064425","DOIUrl":"https://doi.org/10.1177/17411432211064425","url":null,"abstract":"This article examines how Educational Management, Administration and Leadership has embodied the values, concepts and practice of the field of educational leadership over 50 years and so played a part in challenging or sustaining inequality in education. The article explores selected key concepts, equal opportunities, diversity, and social justice, the disciplinary base and prevalent research methods underpinning work on inequality, the geographic location and characteristics of relevant published authors and the two areas which attract most attention, gender and ethnicity/race. All areas embody both a push for change and structural inhibitors that limit its extent. Omissions, silences and displacements are also examined, questioning why, for example, a focus on masculinity, white privilege, learner voice and lower status sectors of education hardly surfaces in half a century. The article concludes that despite the positive achievements of the journal in forwarding equality, there is an equality double bind whereby, like a Trojan virus, parameters limiting change are embedded in the very work that seeks to promote it. A number of positive suggestions for changes in the journal and field are made to encourage researchers and practitioners to detect and resist previous strategies of evasion and limitation.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"211 1","pages":"233 - 251"},"PeriodicalIF":3.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80677045","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

Pathways to the school principalship: An international scoping review 通往校长之路:一项国际范围审查

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2022-03-01 DOI: 10.1177/17411432211065341

C. Montecinos, S. Galdames, J. Flessa, J. P. Valenzuela

{"title":"Pathways to the school principalship: An international scoping review","authors":"C. Montecinos, S. Galdames, J. Flessa, J. P. Valenzuela","doi":"10.1177/17411432211065341","DOIUrl":"https://doi.org/10.1177/17411432211065341","url":null,"abstract":"This scoping review of the international literature published over the last 50 years in educational leadership and management journals provides a thematic exploration of factors influencing pathways at the pre-entry stage of a principal’s career. Findings from a thematic analysis of 68 publications show that attention to prospective principals increased after the year 2000 and this was driven by four main concerns: underrepresentation of women and ethnic minorities, principal supply and demand, the principalship as a school improvement lever, and the expansion of leadership posts in schools. Selected articles addressed three dimensions of the pathways before a person is first appointed to this post: (a) micro (individual’s agency), (b) meso (preparation of prospective principals), and (c) macro (policies shaping access to the post). Across time and countries, pathways to the principalship are resourced by individuals’ professional orientations and by contextual factors, formal pre-service preparation may be desirable but not always available or required, and policies frame a conceptualisation of the principalship that shapes the two previous dimensions. The internationalization of research on pathways to the principalship has brought to the forefront normative assumptions that should be critically challenged when considering how to recruit, develop, and support prospective school principals.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"31 1","pages":"285 - 306"},"PeriodicalIF":3.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88210460","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: 3

Unravelling the business of educational leaders in times of uncertainty 在不确定的时代，解开教育领导者的业务

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2022-03-01 DOI: 10.1177/17411432211055327

Petros Pashiardis, Stefan Brauckmann-Sajkiewicz

{"title":"Unravelling the business of educational leaders in times of uncertainty","authors":"Petros Pashiardis, Stefan Brauckmann-Sajkiewicz","doi":"10.1177/17411432211055327","DOIUrl":"https://doi.org/10.1177/17411432211055327","url":null,"abstract":"The main thrust of this paper is to explore factors from the business sector, which could inspire school leaders in terms of issue/problem formulation during their decision-making process. This conceptual paper examines diachronically and conceptually the issues of uncertainty, not only in terms of context and decision-making, but also having in mind leaders’ and leadership's main characteristics as well. The question remains whether concepts of uncertainty management practices from the business sector might offer insights for school principals in order to make connections between what is happening inside and outside the organization. The paper is organized around five sections dealing with the conceptual basis of the two main terms, crisis and uncertainty and how leaders in the business sector deal with these. Following, we focus on educational leaders and their ways of navigating through crisis and uncertainty and we conclude with some observations about how leaders make the best possible decisions under the circumstances. We end the paper by stressing that, perhaps, many of the leadership qualities and characteristics needed in times of “normality” are more or less similar to those needed in times of uncertainty. However, school leaders need to learn to act faster with clearer and constant communication.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"1 1","pages":"307 - 324"},"PeriodicalIF":3.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88551231","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: 8

An intellectual history of the political in the educational management, administration and leadership field 教育管理、行政和领导领域的政治思想史

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2022-03-01 DOI: 10.1177/17411432211051916

H. Gunter

引用次数: 0

Is educational leadership (still) worth studying? An epistemic worthiness-informed analysis 教育领导(仍然)值得研究吗?一种认知价值分析

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2022-03-01 DOI: 10.1177/17411432211066273

Linda Evans

{"title":"Is educational leadership (still) worth studying? An epistemic worthiness-informed analysis","authors":"Linda Evans","doi":"10.1177/17411432211066273","DOIUrl":"https://doi.org/10.1177/17411432211066273","url":null,"abstract":"This article is exploratory and experimental. It starts from the premise that leadership scholarship is a site of disagreement, where mainstream claims are challenged by critical scholars. Some criticism focuses on conceptual clarity, and incorporates consideration of who should be categorised as a leader, and on what basis, and whether it is helpful to refer to ‘leaders’ and ‘followers’. The ‘new wave’ of critical leadership studies generates controversial questions relating to whether leadership exists or is in fact a myth that we have reified. The bulk of criticism directed at educational leadership challenges three mainstream knowledge claims – underpinned by what I call the causality belief, the leadership dependency belief, and the conceptual belief – and which are the focus of this article's analysis. While criticism of these knowledge claims is well-rehearsed, the article breaks new ground by analysing them through an epistemic justification lens to address the question: is educational leadership (still) worth studying? Represented by these three component beliefs, the mainstream educational leadership scholarship belief system is analysed within a frame derived from the philosophy of science, and draws on BonJour's coherentist theory of epistemic justification to apply a more structured assessment than has hitherto been achieved by critical scholarship.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"13 1","pages":"325 - 348"},"PeriodicalIF":3.6,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83372662","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: 9