Journal of Educational Administration最新文献_第2页

Leading a successful rural school in Australia 在澳大利亚领导一所成功的乡村学校

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-05-31 DOI: 10.1108/jea-02-2024-0037

Christopher Hudson

{"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>\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>\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>\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>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":null,"pages":null},"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}

引用次数: 0

School–university partnership for school renewal: reflections on three large, federally funded projects 学校-大学合作促进学校重建：对三个联邦资助大型项目的思考

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-05-24 DOI: 10.1108/jea-10-2023-0260

Yunzheng Zheng, Jianping Shen, Patricia Reeves

引用次数: 0

What makes restorative justice equitable? “It’s a practice, not a program.” 是什么让恢复性司法变得公平？"这是一种实践，而不是一项计划"。

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-05-20 DOI: 10.1108/jea-05-2023-0122

Hilary Lustick, Abeer Hakouz, Allison Ward-Seidel, Larissa Gaias

{"title":"What makes restorative justice equitable? “It’s a practice, not a program.”","authors":"Hilary Lustick, Abeer Hakouz, Allison Ward-Seidel, Larissa Gaias","doi":"10.1108/jea-05-2023-0122","DOIUrl":"https://doi.org/10.1108/jea-05-2023-0122","url":null,"abstract":"PurposeThis study facilitated restorative coordinators in co-constructing and proposing solutions to common problems in RJ implementation.Design/methodology/approachThis study used grounded theory to examine barriers to equitable restorative justice (RJ) implementation in the US. Drawing on interviews and focus groups with restorative coordinators, we used a combination of inductive and deductive coding consistent with the grounded theory approach.FindingsCoordinators distinguished between RJ as a top-down, isolated “program” versus RJ as a collaborative “practice” among all stakeholders. Only the latter was equitable, in their view, and required a consistent principal commitment to building and maintaining an inclusive school culture. Participants recommended that teacher and principal preparation provide opportunities to cultivate critical consciousness and participate in RJ practices.Originality/valueExisting research on discipline reform tends to focus on outcomes, such as suspension rates. Instead, participants focused on the reform process, viewing equitable RJ as an ongoing “practice” to improve school culture. Our findings also open new discussions about leadership preparation content and pedagogy: participants called for preparation programs to cultivate critical consciousness and facility with RJ. Lastly, the study’s recruitment and focus group design raise important considerations for future RJ research.","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140961849","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}

引用次数: 0

Principal rotation in China: policy goals and succession strategies adopted by rotated principals 中国的校长轮岗：轮岗校长的政策目标和接班策略

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-05-17 DOI: 10.1108/jea-06-2023-0125

Yulian Zheng, Haiyan Qian, Shuangye Chen, A. Walker

引用次数: 0

Resilience and purpose as predictors of Portuguese school leaders' work well-being 复原力和目标是葡萄牙学校领导工作幸福感的预测因素

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-05-07 DOI: 10.1108/jea-06-2023-0140

José Castro Silva, Ana Patricia Almeida, Patricia Pacheco, Marco Ferreira

{"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>\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>\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>\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>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":null,"pages":null},"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}

引用次数: 0

School leadership and teaching practice: a systematic review of studies of the indirect effects 学校领导力与教学实践：间接影响研究的系统回顾

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-05-03 DOI: 10.1108/jea-08-2023-0190

Stefan Ninković, Olivera Knežević Florić

{"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>\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>\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>\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>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":null,"pages":null},"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}

引用次数: 0

Challenges to the sustainability of Irish post-primary school leadership: the role of distributed leadership 爱尔兰小学后学校领导层可持续性面临的挑战：分布式领导的作用

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-04-29 DOI: 10.1108/jea-05-2023-0108

Niamh Hickey, Aishling Flaherty, Patricia Mannix McNamara

{"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>\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>\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>\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>\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>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":null,"pages":null},"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}

引用次数: 0

A narrative review of the research on school leaders’ emotional labor: a typology inspired by Habermas’s cognitive interests 对学校领导情感劳动研究的叙事性回顾：受哈贝马斯认知兴趣启发的类型研究

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-04-25 DOI: 10.1108/jea-08-2023-0181

Yingying Huang, Hongbiao Yin

{"title":"A narrative review of the research on school leaders’ emotional labor: a typology inspired by Habermas’s cognitive interests","authors":"Yingying Huang, Hongbiao Yin","doi":"10.1108/jea-08-2023-0181","DOIUrl":"https://doi.org/10.1108/jea-08-2023-0181","url":null,"abstract":"PurposeGuided by Habermas’s three cognitive interests, this paper reviews the studies on school leaders’ emotional labor. It seeks to provide a typology of how researchers inquire about school leaders’ emotional labor by focusing on different understandings, topics and characteristics.Design/methodology/approachThis is a narrative review with 38 studies finally selected for analysis. Guided by Habermas’s three cognitive interests, all the studies were examined carefully and were found to fall into different clusters of understanding of school leaders’ emotional labor.FindingsThe review revealed three understandings of school leaders’ emotional labor, namely instrumental understanding, practical understanding and emancipatory understanding. The instrumental understanding treats school leaders’ emotional labor as a tool to effectively control the schools; the practical understanding regards emotional labor as a way to build and maintain relationships and as the process of meaning-making; the emancipatory understanding perceives emotional labor as a site for school leaders’ reflection and action for achieving a more just and self-determined leadership.Originality/valueThis review contributes to the growing literature on school leadership and emotional labor by providing a theory-guided typology and synthesis of the existing understanding of school leaders’ emotional labor, which lays a knowledge base and points out directions for future scholarly inquiries. It also provides practical suggestions for educational policy, school leaders’ practice and leadership training.","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140657758","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}

引用次数: 0

Transformational leadership and job satisfaction in vocational high schools in Türkiye: a multilevel mediation model of teacher professional learning and self-efficacy 土耳其职业高中的变革型领导与工作满意度：教师专业学习和自我效能的多层次中介模型

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-04-16 DOI: 10.1108/jea-08-2023-0200

Murat Özdemir, Barış Eriçok, Hakan Topaloğlu, Gamze Tuti

{"title":"Transformational leadership and job satisfaction in vocational high schools in Türkiye: a multilevel mediation model of teacher professional learning and self-efficacy","authors":"Murat Özdemir, Barış Eriçok, Hakan Topaloğlu, Gamze Tuti","doi":"10.1108/jea-08-2023-0200","DOIUrl":"https://doi.org/10.1108/jea-08-2023-0200","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>In recent decades, researchers have increasingly begun to study the effects of transformational leadership on various teachers’ attitudes in K-12 settings. However, studies on the effect of transformational leadership on the job satisfaction of vocational high school teachers are not sufficient. Therefore, in this study, the nature of the relationship between transformational leadership and job satisfaction in Turkish vocational high schools was examined.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>The study data came from 847 teachers working at 82 state vocational high schools located in 12 regions in Türkiye. To test the research model, we conducted multilevel structural equation modeling to explore the structural relationships between transformational leadership, teacher professional learning, teacher’ self-efficacy and job satisfaction.</p>\u0000<h3>Findings</h3>\u0000<p>The analysis confirms that teacher professional learning and self-efficacy are prominent mediators in the relationship between transformational leadership and job satisfaction in Turkish vocational high schools.</p>\u0000<h3>Originality/value</h3>\u0000<p>The present study is expected to contribute to the body of research focusing on the effects of transformational leadership on job satisfaction in vocational high schools. Implications for theory, practice and policy are discussed.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140581894","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}

引用次数: 0

Translating team-member exchange relationships to school outcomes: the mediating role of leader-member exchange 将团队成员交流关系转化为学校成果：领导者与成员交流的中介作用

IF 1.6 4区教育学

Journal of Educational Administration Pub Date : 2024-03-19 DOI: 10.1108/jea-06-2023-0129

Dalia Birani-Nasraldin, Ronit Bogler, Anit Somech

{"title":"Translating team-member exchange relationships to school outcomes: the mediating role of leader-member exchange","authors":"Dalia Birani-Nasraldin, Ronit Bogler, Anit Somech","doi":"10.1108/jea-06-2023-0129","DOIUrl":"https://doi.org/10.1108/jea-06-2023-0129","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>Relying on the principles of the social exchange theory, the current study is aimed at investigating the impact of team-member exchange relationships (TMX) among school management team (SMT) members on school outcomes (organizational citizenship behavior [OCB], job satisfaction and innovation) via the mediating role of leader-member exchange (LMX) relationships between principals and SMTs.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>Data were collected from multiple sources in 86 elementary and junior high schools to avoid one-source bias: 86 principals, 357 SMT members and 683 schoolteachers who were not members of the management teams.</p>\u0000<h3>Findings</h3>\u0000<p>The results revealed a positive relationship between TMX and teachers' job satisfaction and OCB, but no significant link between TMX and innovation. LMX partially mediated the relationship between TMX and OCB and between TMX and teachers' job satisfaction. Full mediation was found in TMX-innovation relationship.</p>\u0000<h3>Practical implications</h3>\u0000<p>The findings carry a message for school principals and policymakers regarding the importance of developing and maintaining high-quality horizontal and vertical exchange relationships among the SMT members for their positive influence on school outcomes.</p>\u0000<h3>Originality/value</h3>\u0000<p>To the best of the authors' knowledge, this is the first study to examine the link between TMX and LMX as a team phenomenon, and specifically in the educational setting. The finding that there is a positive link between the two constructs may imply that SMTs contribute to school success not only directly by exhibiting high-quality TMX but also indirectly through the high-quality LMX.</p>","PeriodicalId":47887,"journal":{"name":"Journal of Educational Administration","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140146470","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}

引用次数: 0