Educational Management Administration & Leadership最新文献_第9页

Followers and following in early childhood education workplaces: A narrative review of the followership literature 幼儿教育工作场所的追随者和追随者:对追随者文献的叙述回顾

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2021-12-16 DOI: 10.1177/17411432211067410

M. Brooker, T. Cumming, H. Logan

{"title":"Followers and following in early childhood education workplaces: A narrative review of the followership literature","authors":"M. Brooker, T. Cumming, H. Logan","doi":"10.1177/17411432211067410","DOIUrl":"https://doi.org/10.1177/17411432211067410","url":null,"abstract":"Typically, leadership is identified as a key to constructing high-quality early childhood education services and creating provisions to promote children's successful outcomes. However, leadership does not occur in isolation. Organisational management scholars point out that success in organisations is mostly reliant on effective followers. Despite a long tradition of attention to the value of followership in organisational management literature, little attention is given to followership in early childhood education literature. This article reviews conceptualisations of followership from a broad body of literature from organisational management and higher education studies, and a small number of studies in early childhood education literature that mentioned followership. This small body of early childhood education literature is critiqued in connection with the broader body of literature. The analysis reveals three key themes concerning followership in early childhood education literature: the dominance of leader-centric ideas; a lack of conceptual clarity about the role and practices of followership; and early childhood educators’ qualifications typically determine who follows and who leads. This review contributes to increased understandings of the potential value of followership theories and practices in early childhood education.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"46 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78895426","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

Is leadership a myth? A ‘new wave’ critical leadership-focused research agenda for recontouring the landscape of educational leadership 领导力是神话吗?一个“新浪潮”的关键领导为重点的研究议程重塑教育领导的景观

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2021-12-16 DOI: 10.1177/17411432211066274

Linda Evans

{"title":"Is leadership a myth? A ‘new wave’ critical leadership-focused research agenda for recontouring the landscape of educational leadership","authors":"Linda Evans","doi":"10.1177/17411432211066274","DOIUrl":"https://doi.org/10.1177/17411432211066274","url":null,"abstract":"Intentionally provocative, this article identifies weaknesses in mainstream educational leadership scholarship, and draws upon ‘new wave’ critical leadership studies to propose a new, potentially paradigm-shifting, direction for the field. The central argument is that educational leadership researchers, in focusing predominantly on how institutional heads and other formal ‘leaders’ may best ‘do’ leadership, are addressing the wrong questions and setting off from the wrong departure point. The unit of analysis should shift, it is argued, from leadership to influence, within a new research agenda that replaces surface-level, causality-assumptive ‘how?’ and ‘why?’ questions that have shaped mainstream educational leadership research for over thirty years, with more fundamental ‘who? and ‘what?’ questions, aimed at identifying who is in fact doing the influencing. An aspect of such inquiry is leadership scepticism and agnosticism, which confronts the question: Does leadership exist, or is it a myth that we have reified? A highly original feature of the proposed new research agenda is the adoption of the author's theoretical notion of a singular unit of micro-level influence as an ‘epistemic object’ – a concept derived from STEMM research, denoting a vague and undefined potential focus of inquiry that may (or may not) turn out to be significant.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"39 1","pages":"413 - 435"},"PeriodicalIF":3.6,"publicationDate":"2021-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87055071","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: 11

Linking school leaders’ core practices to organizational school climate and student achievements in Norwegian high-performing and low-performing rural schools 将学校领导的核心实践与挪威高绩效和低绩效农村学校的组织学校氛围和学生成绩联系起来

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2021-12-13 DOI: 10.1177/17411432211064424

Hilde Forfang, J. Paulsen

{"title":"Linking school leaders’ core practices to organizational school climate and student achievements in Norwegian high-performing and low-performing rural schools","authors":"Hilde Forfang, J. Paulsen","doi":"10.1177/17411432211064424","DOIUrl":"https://doi.org/10.1177/17411432211064424","url":null,"abstract":"Prior research has suggested that well-performing school leadership clusters around a set of general core practices, which appear to be effective across a range of national, social and cultural contexts, yet contingent of school leaders being responsive to context and responding appropriately to their different contextual demands when they employ these core practices. So far school leadership in rural regions has received only modest attention in leadership research. Therefore, this study was designed to explore the relationship between the core practices of school leaders, organizational school climate and student academic achievement in primary and lower secondary rural schools in a county in Norway. The research design involved a cross-sectional study based on ratings from 275 teachers situated in 20 rural schools, split into two sub-groups of 10 ‘high-performing’ and 10 ‘low-performing’ schools. The results from the multivariate analysis and comparisons between the sub-groups suggest that two distinct core practices of school leadership emerge as critical in Norwegian rural school settings. Further, the results indicate that in the higher performing rural schools, the teachers reported a more positive organizational school climate, with higher level of collaborative learning and self-confidence, than in the opposite sub-group.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"7 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82513273","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 Relationship Between Reciprocal School-to-School Collaboration and Student Academic Achievement 互惠校际合作与学生学业成绩的关系

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2021-12-13 DOI: 10.1177/17411432211064436

Huang Wu, Jianping Shen, Patricia L. Reeves, Yunzheng Zheng, L. Ryan, D. Anderson

引用次数: 0

Finding the missing link: Do principal qualifications make a difference in student achievement? 寻找缺失的环节:校长资格对学生成绩有影响吗?

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2021-12-03 DOI: 10.1177/17411432211051909

S. Gümüş, Mehmet Şükrü Bellibaş, S. Şen, Philip Hallinger

{"title":"Finding the missing link: Do principal qualifications make a difference in student achievement?","authors":"S. Gümüş, Mehmet Şükrü Bellibaş, S. Şen, Philip Hallinger","doi":"10.1177/17411432211051909","DOIUrl":"https://doi.org/10.1177/17411432211051909","url":null,"abstract":"Despite the growing scholarly interest in the effects of principal leadership on student achievement, empirical evidence concerning how principal qualifications might be related to student learning outcomes has been limited. This study investigates the relationship between different principal qualifications (prior experience in teaching, principalship and other school management roles, formal education, principal training, and professional development) and student achievement by analyzing cross-national teaching and learning international survey and program on international student assessment data from seven countries. The results showed that experience in principalship and other school management positions, principal training, and participation in networking activities and teaching/pedagogy-focused seminars had small but statistically significant associations with student achievement, though the results were not consistent across different subjects. Level of education and years of teaching experience did not, however, predict student achievement. Implications of the findings are offered for policy and further research.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"18 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87802194","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: 2

How school leadership practices relate to student outcomes: Insights from a three-level meta-analysis 学校领导实践与学生成绩的关系:来自三层次元分析的见解

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2021-12-03 DOI: 10.1177/17411432211061445

C. Tan, C. Dimmock, A. Walker

{"title":"How school leadership practices relate to student outcomes: Insights from a three-level meta-analysis","authors":"C. Tan, C. Dimmock, A. Walker","doi":"10.1177/17411432211061445","DOIUrl":"https://doi.org/10.1177/17411432211061445","url":null,"abstract":"The present study aims to generate broad insights from the large corpus of literature on the associations between a comprehensive range of school leadership practices and student outcomes in different school contexts. Three-level meta-analysis of 493 independent effects from 108 studies published since 2000 showed that the mean effect size was small at r = 0.14. Effect sizes for leadership practices ranged from r’s = 0.10 to .26. Results underscored the importance of different types of leadership practices related to instructional management, enhancing teacher capacity, and engaging external stakeholders to improve student outcomes. School leadership practices were significantly associated with students’ academic achievement (in different subjects except science) and learning attitudes/processes but not attainment. Moderator analyses showed that school leadership effects were significant in studies using a school-level analysis but not in those using a lower-level of analysis. Additionally, school leadership effects were significant at different grade levels (G1–G6, G7–G12) and in research reported in different study types (articles, dissertations) and in different years (2000–2009, 2010–2018).","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"47 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86730843","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

School leadership writ small: Meetings and school principal practice 学校领导写小:会议和学校校长实践

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2021-11-29 DOI: 10.1177/17411432211058939

Gopal Midha

引用次数: 2

Leading educational reconstruction in post-conflict Cambodia: Perspectives of primary school leaders 冲突后柬埔寨领导教育重建:小学领导的观点

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2021-11-29 DOI: 10.1177/17411432211058942

Thida Kheang Dr

{"title":"Leading educational reconstruction in post-conflict Cambodia: Perspectives of primary school leaders","authors":"Thida Kheang Dr","doi":"10.1177/17411432211058942","DOIUrl":"https://doi.org/10.1177/17411432211058942","url":null,"abstract":"Despite the growing academic interests in educational leadership recently, hardly any of it has focused on post-conflict situations. This paper seeks to generate an understanding of the perspectives of primary school leaders in post-conflict Cambodia on the issues they face in the process of educational reconstruction and development and the strategies they adopt to deal with those issues. A qualitative research approach within the interpretivist paradigm was adopted to guide the study. Semi-structured interviews were used to collect data with 20 primary school leaders. Data were analysed using grounded theory data analysis methods, namely, open coding and analytic induction. The study argues that while there has been substantial progress in educational reconstruction generally in post-conflict Cambodia, primary school leaders face multiple issues in their day-to-day work. Some of the issues may be specifically attributed to the legacies of armed conflict and genocide while others may refer to the broader context of the developing world. The findings have implications for policy and practice in educational leadership and further research in the post-conflict and developing-country contexts.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"39 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73457957","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: 1

The scheme of delegation as a sensemaking framework in multi-academy trusts in England: Useful tool or constraint? 英国多学院信托中的委托方案:有用的工具还是约束?

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2021-11-29 DOI: 10.1177/17411432211051907

Jacqueline Baxter, K. Jewitt

{"title":"The scheme of delegation as a sensemaking framework in multi-academy trusts in England: Useful tool or constraint?","authors":"Jacqueline Baxter, K. Jewitt","doi":"10.1177/17411432211051907","DOIUrl":"https://doi.org/10.1177/17411432211051907","url":null,"abstract":"Changes to the structure of English education because of decentralisation policy, particularly since 2010, have resulted in the creation of large groupings of schools – multi-academy trusts, organisations with multi-level governance structures, set out in schemes of delegation. Although the government has demanded absolute clarity on the role and remit of each part of the structure and the relationship and reporting between them, recent research suggests that there is little clarity or consistency in the role and function of board structures, with members often confused about their roles. This study draws on data from a funded project to examine: What level of consistency there is in multi-academy trust schemes of delegation, and what evidence is there that schemes of delegation align with sensemaking models of board members? The article concludes with a discussion on what the findings imply for use of schemes of delegation as useful tools for board member sensemaking in multi-academy trusts; revealing that although they can be useful tools for sensemaking, their usage varies a great deal between boards and board members.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"1 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88528517","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: 1

IF 3.6 2区教育学

Educational Management Administration & Leadership Pub Date : 2021-11-15 DOI: 10.1177/17411432211054630

Stuart Scott, C. Limbert, P. Sykes

{"title":"Work-related stress among headteachers in Wales: Prevalence, sources, and solutions","authors":"Stuart Scott, C. Limbert, P. Sykes","doi":"10.1177/17411432211054630","DOIUrl":"https://doi.org/10.1177/17411432211054630","url":null,"abstract":"The purpose of this study was to investigate the prevalence, sources, and underlying causes of work-related stress among headteachers in Wales and to identify possible solutions. An online questionnaire was sent to all 1588 headteachers across Wales. The questionnaire included demographic questions, Cohen’s Perceived Stress Scale (PSS), the Health and Safety Executive (HSE) Management Standards Tool, a list of known stressors, and open questions exploring the underlying causes and possible solutions. A total of 359 (22.6%) headteachers completed the survey. Two-thirds of participants reported experiencing levels of stress that were rated as ‘high’. Pressures of managing greater demands and increasing workload with fewer financial resources and a lack of support from local authorities were the main sources of stress. Solutions focused on improved funding to enhance staffing and resources at a school level, reduced accountability, and improved support. The findings indicated that a multi-faceted, multi-level, intervention approach, extending beyond improving personal resilience and individual school improvements, into regional and national opportunities for change, is likely to be most effective in reducing work-related stress within the profession.","PeriodicalId":47885,"journal":{"name":"Educational Management Administration & Leadership","volume":"151 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79523582","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: 2