Educational Administration Quarterly最新文献

All Dressed Up With No Place to Go? National Board Certification and Teacher Leadership 盛装打扮却无处可去？国家委员会认证与教师领导力

Educational Administration Quarterly Pub Date : 2024-06-04 DOI: 10.1177/0013161x241257246

Matthew Shirrell, Anshu Saha

{"title":"All Dressed Up With No Place to Go? National Board Certification and Teacher Leadership","authors":"Matthew Shirrell, Anshu Saha","doi":"10.1177/0013161x241257246","DOIUrl":"https://doi.org/10.1177/0013161x241257246","url":null,"abstract":"Purpose: Teacher leadership distinguishes, implicitly or explicitly, among teachers based on their expertise, but the notion of teaching expertise is contested, even among educators. Despite the potential for expert teachers to positively influence their colleagues’ practices, we know little about the supports and obstacles to expert teacher leadership. This study examines the ways that the leadership of a particular group of expert teachers—National-Board-certified teachers—is understood and enacted in schools. Methods: Survey data from staff in six elementary schools were used to analyze Board-certified teachers’ centrality in their schools’ work-related social networks. Survey results were used to select 26 participants for semistructured interviews focused on their understandings of the relationships between teaching expertise, Board certification, and leadership, which were analyzed using alternating rounds of open and closed coding. Findings: Board-certified teachers were more central to their schools’ networks than non-Board-certified teachers, although Board-certified teachers interacted with one another more than with non-Board-certified teachers. Board-certified teachers were seen as having expanded influence beyond their classrooms, which some saw as supporting their leadership, but others saw as disconnected from, or even undermining, their leadership. Implications for Research and Practice: Teacher leadership requires a supporting infrastructure in the form of leadership positions, routines, and tools that align with leaders’ expertise. Developing a shared understanding of teaching expertise is key to Board-certified teacher leadership, as well as other teacher leadership efforts.","PeriodicalId":503827,"journal":{"name":"Educational Administration Quarterly","volume":"163 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141387109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Novice School Leaders’ Turnover Intentions: The Role of Working Conditions and Organizational Factors 新任学校领导的离职意向：工作条件和组织因素的作用

Educational Administration Quarterly Pub Date : 2024-05-15 DOI: 10.1177/0013161x241253288

Tobias Richard

{"title":"Novice School Leaders’ Turnover Intentions: The Role of Working Conditions and Organizational Factors","authors":"Tobias Richard","doi":"10.1177/0013161x241253288","DOIUrl":"https://doi.org/10.1177/0013161x241253288","url":null,"abstract":"Purpose: This study aimed to explore the relationship between the psycho-social working conditions of novice school leaders and their turnover intentions, focusing on potential variations across public- and private schools and school levels. Research Methods: We invited all novice school leaders (n = 3,389) enrolled in the in-service Swedish Principal Training Program to participate in an extensive survey, with a 65% (n = 1,998) response rate. The survey investigated turnover intentions, working conditions, prerequisites, and organizational ambiguity. The collected survey data, in combination with official data, were analyzed using ANOVA's to identify differences across actors and school levels, and linear regressions to investigate factors explaining turnover intentions. Findings: The findings revealed higher turnover intentions among public school leaders compared to private school leaders. This was attributed to differences in prerequisites and organizational ambiguity. All novice school leaders exhibited similar patterns regarding factors strongly associated with turnover intention, despite actor and school level affiliation. Specific levels of demand, autonomy, and support combined, predicted turnover intentions among novice school leaders with notable accuracy. Implications for Research and Practice: The study has profound implications for stakeholders in the educational system striving to decrease novice school leader turnover. Providing adequate working conditions emerges as a key factor for nurturing and retaining school leaders from the novice pool, offering insights into strategies for managing leadership transition in schools.","PeriodicalId":503827,"journal":{"name":"Educational Administration Quarterly","volume":"24 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140972652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Management Practices and Implementation Challenges in District Education Directorates in Ghana 加纳地区教育局的管理做法和实施挑战

Educational Administration Quarterly Pub Date : 2024-02-11 DOI: 10.1177/0013161x241230527

Minahil Asim, Sheena Bell, Michael Boakye-Yiadom, H. Nudzor, Karen Mundy

{"title":"Management Practices and Implementation Challenges in District Education Directorates in Ghana","authors":"Minahil Asim, Sheena Bell, Michael Boakye-Yiadom, H. Nudzor, Karen Mundy","doi":"10.1177/0013161x241230527","DOIUrl":"https://doi.org/10.1177/0013161x241230527","url":null,"abstract":"Background: Subnational actors and organizations are crucial mediators of policy implementation due to their proximity to schools. However, in low- and middle-income country contexts, little is known about their management practices and factors that shape the adoption of these practices to improve education delivery. Purpose: We explore the management context of five District Education Directorates in Ghana, and the factors that enable or constrain them to plan and implement policy. Participants: Forty-three interviews and focus groups with regional and district education officials, district political actors, and basic education school headteachers and teachers. Research Design: A qualitative study of semistructured interviews, focus groups, and education policy and planning documents. Analysis: To understand how policy implementation happens within complex, multitiered bureaucracies, our theoretical framework uses four management functions described in Williams et al. (2021) to explore two different paradigms of how to change public bureaucracies: target setting and prioritization; measurement and monitoring; accountability and incentives; and problem-solving. We coded and analyzed our data based on this framework and developed district-wide narrative memos to synthesize the findings. Findings: We identify three areas of (mis)alignment in management practices: across bureaucratic levels and among actors; around clear and consistent priorities for learning; in expected actions and availability of resources. These (mis)alignments can constrain or be leveraged by districts to improve education delivery in Ghana. Implications: We argue for better prioritization of goals toward learning and the efficient allocation of funds for management practices typical of effective organizations.","PeriodicalId":503827,"journal":{"name":"Educational Administration Quarterly","volume":"46 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139845445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Management Practices and Implementation Challenges in District Education Directorates in Ghana 加纳地区教育局的管理做法和实施挑战

Educational Administration Quarterly Pub Date : 2024-02-11 DOI: 10.1177/0013161x241230527

Minahil Asim, Sheena Bell, Michael Boakye-Yiadom, H. Nudzor, Karen Mundy

{"title":"Management Practices and Implementation Challenges in District Education Directorates in Ghana","authors":"Minahil Asim, Sheena Bell, Michael Boakye-Yiadom, H. Nudzor, Karen Mundy","doi":"10.1177/0013161x241230527","DOIUrl":"https://doi.org/10.1177/0013161x241230527","url":null,"abstract":"Background: Subnational actors and organizations are crucial mediators of policy implementation due to their proximity to schools. However, in low- and middle-income country contexts, little is known about their management practices and factors that shape the adoption of these practices to improve education delivery. Purpose: We explore the management context of five District Education Directorates in Ghana, and the factors that enable or constrain them to plan and implement policy. Participants: Forty-three interviews and focus groups with regional and district education officials, district political actors, and basic education school headteachers and teachers. Research Design: A qualitative study of semistructured interviews, focus groups, and education policy and planning documents. Analysis: To understand how policy implementation happens within complex, multitiered bureaucracies, our theoretical framework uses four management functions described in Williams et al. (2021) to explore two different paradigms of how to change public bureaucracies: target setting and prioritization; measurement and monitoring; accountability and incentives; and problem-solving. We coded and analyzed our data based on this framework and developed district-wide narrative memos to synthesize the findings. Findings: We identify three areas of (mis)alignment in management practices: across bureaucratic levels and among actors; around clear and consistent priorities for learning; in expected actions and availability of resources. These (mis)alignments can constrain or be leveraged by districts to improve education delivery in Ghana. Implications: We argue for better prioritization of goals toward learning and the efficient allocation of funds for management practices typical of effective organizations.","PeriodicalId":503827,"journal":{"name":"Educational Administration Quarterly","volume":"104 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139785315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reviewers List 审稿人名单

Educational Administration Quarterly Pub Date : 2024-02-01 DOI: 10.1177/0013161x241228056

引用次数: 0

Reviewers List 审稿人名单

Educational Administration Quarterly Pub Date : 2024-02-01 DOI: 10.1177/0013161x241228056

引用次数: 0

The Effects of Academic Press on Student Learning and Its Malleability to School Leadership: A Meta-Analysis of 30 Years of Research 学术出版社对学生学习的影响及其对学校领导的可塑性：30 年研究的元分析

Educational Administration Quarterly Pub Date : 2024-01-08 DOI: 10.1177/0013161x231217226

Jingping Sun, Rong Zhang, Joseph Murphy, Sijia Zhang

{"title":"The Effects of Academic Press on Student Learning and Its Malleability to School Leadership: A Meta-Analysis of 30 Years of Research","authors":"Jingping Sun, Rong Zhang, Joseph Murphy, Sijia Zhang","doi":"10.1177/0013161x231217226","DOIUrl":"https://doi.org/10.1177/0013161x231217226","url":null,"abstract":"Purpose: The purposes of this study were to: (a) meta-analyze the effects of academic press (AP) on K-12 student achievement in aggregate and in each examined learning subject; (b) meta-analyze the effect of school leadership of different leadership styles on AP; and (c) examine whether school level, subjects, and leadership or AP measures moderate these above-mentioned effects. Research Methods/Approach: Standard meta-analysis techniques were used to review 79 quantitative studies in the past 30 years and examine the multiple relationships between school leadership, AP, and student learning mentioned above. Heterogeneity analyses were conducted to identify moderators. Publication bias in these analysis results was also examined. Findings: AP had a large effect on student achievement; school leadership had a close to large effect on AP. These effects varied with leadership or AP measures and across school levels and student learning subjects. Implications for Research and Practice: The findings point to the importance of school leaders to improve student achievement by improving the level of AP in schools, especially high schools, and in schools with many economically disadvantaged students. Principals need to exercise a wide range of practices to push for academic excellence.","PeriodicalId":503827,"journal":{"name":"Educational Administration Quarterly","volume":"31 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139447478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0