Journal of Educational Administration最新文献

{"title":"Peer mentoring for professional socialisation – shaping novice principals’ leadership identity?","authors":"Susanne Sahlin, Maria Styf, Marcia Håkansson Lindqvist","doi":"10.1108/jea-08-2024-0283","DOIUrl":"https://doi.org/10.1108/jea-08-2024-0283","url":null,"abstract":"Purpose Empirical studies show that principals’ identity and development are essential for successful leadership and positively influencing school results. Empirical arguments exist for continued research into principals' identities, as they can contribute to leadership development. Therefore, this study explored how principals’ peer mentoring during training can help shape their leadership identity. The purpose of this study was to explore novice principals’ professional socialisation and the shaping of leadership identity in Sweden during their participation in the mandatory principal programme. Design/methodology/approach This study used qualitative interviews with 35 novice principals participating in peer mentoring for professional development in Sweden’s National Principal Training Programme (NPTP). Data were analysed using inductive analysis and a deductive approach based on a theoretical model of principalship. Findings The findings showed that novice principals describe peer mentoring as essential to the NPTP. Peer mentoring provides opportunities for sharing and discussing critical professional issues and wicked problems as a source of professional development and strengthens leadership identity. Practical implications The study’s findings can be helpful for leadership preparation programmes globally and deepen the knowledge base on professional socialisation and the development of leadership identity. Originality/value The study’s findings are valuable as they contribute from the Scandinavian context and add to the current knowledge base on professional socialisation and leadership identity in leadership training programmes for novice principals. Further, Saarukkas’s (2017) model has been useful in illustrating these findings theoretically, extending the use of the model.","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"63 5","pages":"442-455"},"PeriodicalIF":0.0,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147917525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher epistemic curiosity: how principal–teacher conversation supports it","authors":"Curt M. Adams, Olajumoke Beulah Adigun, Ashlyn Fiegener","doi":"10.1108/jea-03-2024-0082","DOIUrl":"https://doi.org/10.1108/jea-03-2024-0082","url":null,"abstract":"Purpose The purpose of this study was to introduce teacher epistemic curiosity for student learning into the leadership literature and to determine if school principals can support it. The inquiry was organized by the following research question: In what ways can principal–teacher conversations support teacher epistemic curiosity for student learning? The research question guided the review of literature on epistemic curiosity, eventually leading to the leadership practice of transformative leadership conversation (TLC). A hypothesized model on the relationship between TLC and epistemic curiosity for student learning was advanced from research on student and employee curiosity and self-determination theory. Design/methodology/approach The hypothesized model was tested with a correlational research design. Teacher survey data were collected in December 2023 from a random sample of certified public school teachers from a metropolitan area in a southwestern state of the USA. Usable survey responses were received from 2,022 teachers, resulting in a 55% response rate. The hypothesized model was tested with structural equation modeling in AMOS 28 using robust maximum likelihood estimation. The latent models include measurement and structural components. Findings Results confirm the hypothesized relationships among TLC, need-satisfaction and teacher epistemic curiosity. TLC and need-satisfaction both had strong, direct relationships with teacher epistemic curiosity for student learning. TLC explained approximately 20% of the variance in teacher curiosity and need-satisfaction explained approximately 18%. The combined model accounted for approximately 55% of the variance in teacher epistemic curiosity. Originality/value The study emerged from robust evidence on the essential function of curiosity for knowing, learning, performance and life well-being, as well as limited research on social processes that leaders can leverage to stimulate teachers’ motivation to understand how their students learn. Curiosity is an inner energy behind learning; it fuels an innate drive to explore, know, create, design and adapt to our surroundings. Schools and classrooms come to life when teachers and students engage in learning from a place of curiosity, making this motivational resource worthy of leadership attention.","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"63 1","pages":"1-17"},"PeriodicalIF":0.0,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147905648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Profiling teacher leaders through entrepreneurial behaviours: a cluster analysis","authors":"Chun Sing Maxwell Ho, Ori Eyal, Thomas Wing Yan Man","doi":"10.1108/jea-03-2024-0079","DOIUrl":"https://doi.org/10.1108/jea-03-2024-0079","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Literature on teacher leadership highlights a significant gap in understanding the role of teacher leaders (TLs) as entrepreneurs. This research aims to bridge this gap by examining the multifaceted entrepreneurial dimension of teacher leadership. It specifically focuses on providing a comprehensive profile of these leaders and assessing their perceived influence on teachers’ outcome, which are important for improving school performance.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>A two-step clustering procedure was utilized to discern profiles of teacher leaders’ entrepreneurial behaviours, sampling 586 participants in a teacher leader training program. To assess mean differences in relation to perceived influence on teacher outcomes (i.e. job satisfaction, intrateam trust and innovative teaching practices) among these clusters, two-way contingency table analysis and MANOVA were conducted.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>We identified three teacher-leader profiles: congenial facilitators, champion-leaders and executors. Our findings reveal the unique strengths and weaknesses of each profile and their contributions to job satisfaction, intrateam trust and innovative teaching practices.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study is innovative in its detailed examination of teacher leadership through the lens of Teacher Entrepreneurial Behaviour (TEB), providing new perspectives on the intricate relationships between teacher leaders' TEB and their perceived influences. This deeper insight emphasizes the important role of entrepreneurial behaviours within teacher leadership, suggesting new directions for further research and development in educational leadership practices.</p><!--/ Abstract__block -->","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"42 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142177228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School leadership in a non-western context: how is paternalistic leadership related to teacher well-being and commitment in collectivist versus individualistic school cultures?","authors":"Mehmet Şükrü Bellibaş, Mahmut Polatcan, Muaz Özcan, Muhammet İbrahim Akyürek","doi":"10.1108/jea-01-2024-0002","DOIUrl":"https://doi.org/10.1108/jea-01-2024-0002","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The present study aims to examine the moderation role of school culture attributes (individualism versus collectivism) in the relationship between paternalistic leadership and teacher commitment, mediated by teacher well-being.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The data included 1,152 teachers across 104 schools in Türkiye using a multilevel moderated mediation SEM model to test relevant hypotheses.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results showed that teacher well-being fully mediates the relationship between perceived paternalistic principal leadership and teacher commitment. Additionally, the collectivist orientation of school culture influences the strength of the association between paternalistic leadership and teacher commitment indirectly through well-being. More precisely, paternalistic leadership has a stronger link to teacher well-being and commitment when teachers identify the culture of their schools as relatively more collectivist.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study offers empirical evidence of paternalistic school leadership in promoting teacher well-being and commitment depending on the school culture in a non-western country context.</p><!--/ Abstract__block -->","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"12 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142177229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unveiling the associations between principal self-efficacy, openness to change and transformational leadership: the mediating role of well-being","authors":"Servet Özdemir, Ferudun Sezgin, Ali Çağatay Kılınç, Onur Erdoğan, Hatice Turan Bora","doi":"10.1108/jea-11-2023-0284","DOIUrl":"https://doi.org/10.1108/jea-11-2023-0284","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The current study seeks to explore the links between principal self-efficacy, openness to change, well-being, and transformational leadership. Specifically, we tested a mediated-effects model where principal self-efficacy and openness to change were treated as independent variables, well-being as mediator, and transformational leadership as dependent variable.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Survey data were collected from 351 principals employed in Turkish schools and analysed using confirmatory factor analysis and structural equation modelling.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The results suggested the direct empirical relationship of principal self-efficacy and openness to change with transformational leadership, and indirect through professional well-being.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Our study enriched our understanding of school leadership by elucidating the potential mechanisms that underpin the implementation of transformational leadership practices.</p><!--/ Abstract__block -->","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"21 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141873453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How authentic principal leadership influences teacher organisational identification via teacher academic optimism and collective responsibility: a moderated-mediation analysis","authors":"Erdem Karataş, Murat Özdemir, Gürsen Vural","doi":"10.1108/jea-09-2023-0212","DOIUrl":"https://doi.org/10.1108/jea-09-2023-0212","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Teachers’ organisational identification is crucial for the success of educational reform in the change process. This study investigates how and under what conditions authentic principal leadership contributes to teachers’ organisational identification.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Data collected from 7907 public high school teachers across Türkiye were analysed using bootstrapping method. This research tested a moderated mediation model of authentic principal leadership effects on teachers’ organisational identification by incorporating teacher academic optimism as a mediator, and teacher collective responsibility as a moderator.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Results revealed significant direct and indirect effects of authentic principal leadership on the teachers’ organisational identification via teacher academic optimism. Teacher collective responsibility significantly moderated the effects of authentic principal leadership on both teacher academic optimism and on teachers’ organisational identification. The positive effects of authentic principal leadership were strengthened when the collective responsibility was higher.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This study integrates authentic leadership theory with social identity theory, which provides a more theoretically accurate understanding of how authentic principal leadership influences teachers’ organisational identification.</p><!--/ Abstract__block -->","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"70 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141783445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leading a successful rural school in Australia","authors":"Christopher Hudson","doi":"10.1108/jea-02-2024-0037","DOIUrl":"https://doi.org/10.1108/jea-02-2024-0037","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This paper presents a case study of successful rural school leadership in Victoria, Australia. The purpose of the paper is to identify how particular leadership practices were adapted to secure rural school success.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The author used the International Successful School Principalship Project research protocols to develop a multiple-perspective, mixed-method case study that investigated the principal's leadership at the school.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings illustrate how the leadership practices of the principal healed the fractured school–community relationships, which allowed the school community to work together towards a common school vision. A key factor in the school's success was the principal's personal connection to the local rural community of which he was a part. This notion of native connection could have practical implications for the recruitment and retention of rural principals in the future.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>Whilst it is widely acknowledged that principals need to consider their school and community contexts when making leadership decisions, there have been few studies that have focussed on understanding how this can be achieved in the context of rural schools. This case provides a rich account of a principal's leadership practices in one successful school in rural Australia.</p><!--/ Abstract__block -->","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"64 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141197339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Resilience and purpose as predictors of Portuguese school leaders' work well-being","authors":"José Castro Silva, Ana Patricia Almeida, Patricia Pacheco, Marco Ferreira","doi":"10.1108/jea-06-2023-0140","DOIUrl":"https://doi.org/10.1108/jea-06-2023-0140","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Resilience and purpose have been associated with work well-being. However, limited empirical evidence exists on the liaison between these constructs and Portuguese school leaders' psychological and physical distress and work well-being. This study explored the relationships between resilience, purpose, and well-being in 921 teachers who perform leadership roles in Portuguese schools.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>Participants filled out an online self-report questionnaire, providing information on sociodemographic variables. Additionally, they responded to four questionnaires evaluating purpose (PURP), resilience (RES), psychological distress (PsyD), physical distress (PhyD), and work well-being (WWB). Data were analysed through structural equation modelling and mediation analysis.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The findings show that psychological and physical distress negatively predict school leadership work well-being, whereas resilience and purpose positively predict work well-being. The mediating analysis revealed one indirect mediation effect: resilience buffered the psychological distress and work well-being relationship.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The main findings align with existing literature and uniquely contribute to understanding the interplay between resilience, purpose, psychological and physical distress, and work well-being. This study provides empirical support for a conceptual model claiming that purpose and resilience promote school leaders' work well-being.</p><!--/ Abstract__block -->","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"185 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140929832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"School leadership and teaching practice: a systematic review of studies of the indirect effects","authors":"Stefan Ninković, Olivera Knežević Florić","doi":"10.1108/jea-08-2023-0190","DOIUrl":"https://doi.org/10.1108/jea-08-2023-0190","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Since teaching practice is the most important within-school determinant of student learning outcomes, a deepened understanding of how and why school leadership contributes to effective teaching is needed. This article aimed to systematically review the knowledge that has been accumulated about the indirect relations between school leadership and instructional practices.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guided the selection of relevant articles from the databases Scopus and Google Scholar. Twenty-six published works met the eligibility criteria and were included in the narrative synthesis and content analysis.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>The most frequently measured mediators of the effects of school leadership on teaching practice were teacher collaboration, professional learning and teacher self-efficacy. Most studies simultaneously modeled multiple mediated pathways from school leadership to teaching practice. However, only a few analyzed studies used time lags when examining relationships between constructs.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>This is the first study to systematically review knowledge on pathways through which school leadership is related to classroom instruction. Thus, this review provides a comprehensive understanding of processes through which school leadership achieves its effects on instructional practices.</p><!--/ Abstract__block -->","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"105 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140836190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenges to the sustainability of Irish post-primary school leadership: the role of distributed leadership","authors":"Niamh Hickey, Aishling Flaherty, Patricia Mannix McNamara","doi":"10.1108/jea-05-2023-0108","DOIUrl":"https://doi.org/10.1108/jea-05-2023-0108","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>There is currently a shortage of applications for the role of principal. There are a range of factors contributing to this, one of which may be the considerable levels of stress and burnout reported by principals and deputy principals. Distributed leadership may offer some solutions to this challenge. This study aimed to explore the lived experiences of distributed leadership from a role sustainability perspective of school principals and deputy principals.</p><!--/ Abstract__block -->\u0000<h3>Design/methodology/approach</h3>\u0000<p>This paper follows a qualitative interpretivist approach based upon 15 semi-structured interviews with principals and deputy principals working in Irish post-primary schools. Data were analysed via thematic analysis.</p><!--/ Abstract__block -->\u0000<h3>Findings</h3>\u0000<p>Results indicate challenges to the sustainability of the role of senior school leaders comprising administrative overload, policy proliferation and challenges due to the complexity and breadth of the role of these school leaders. It was reported that engagement with distributed leadership could aid the sustainability of participants in their roles and the importance of focusing on well-being practices was also highlighted.</p><!--/ Abstract__block -->\u0000<h3>Practical implications</h3>\u0000<p>Recommendations include the need to reconsider policy proliferation and the need to reconceptualise school leadership. Further consideration regarding how distributed leadership can aid the sustainability of the role of senior school leaders, without adversely contributing to the already busy role of schoolteachers is also recommended.</p><!--/ Abstract__block -->\u0000<h3>Originality/value</h3>\u0000<p>The findings of this study are valuable as they reflect previous findings relating to the current challenges to sustainable school leadership as well as highlight distributed leadership as a potential aid to mitigate against these challenges.</p><!--/ Abstract__block -->","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":"41 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140804354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}