scholarly journals Leading international schools: The questions of cultural and social justice

2021 ◽  
Vol 41 (2) ◽  
pp. 16-21
Author(s):  
Nidal Sleiman
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
Teaching And Learning ◽  
Culturally Diverse ◽  
International Schools ◽  
Leadership And Management ◽  
Doctoral Research ◽  
The Social ◽  
Contextual Elements ◽  
Further Development

This article focuses on international school leadership and raises questions on the mono-dimensional approaches to leading, teaching, and learning in diverse contexts. The growth of international schools all over the world represents increasing patterns of geographic and economic mobility, and the growth of socially and culturally diverse communities. While international schools generally represent different elements of internationalisation, their policies and leadership do not demonstrate an adequate response to the social and cultural needs of their communities. Based on her doctoral research, the author argues that internationalisation in educational leadership is not given sufficient attention and that the field requires further development of learning and exploring the contextual elements in which leaders lead. The article draws on a set of approaches to educational leadership, mainly contextually and culturally relevant leadership, and theories of internationalisation in educational leadership and management, in addition to transformational and engaged pedagogical approaches to teaching and learning.

Emotional Intelligence and Political Skill Really Matter in Educational Leadership

2016 ◽  
pp. 1274-1303
Author(s):  
Nikoletta Taliadorou ◽  
Petros Pashiardis
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Educational Leadership ◽  
School Leadership ◽  
School Principals ◽  
Political Skill ◽  
Complex Environment ◽  
Political Skills ◽  
The Social

In this chapter, the authors investigate the social skills that school principals ought to exhibit in order to be more effective in the complex environment that characterizes modern schools. Thus, the main aim of this chapter is to provide an in-depth exploration of those social skills that are needed in order for school principals to become more flexible to external and internal requirements and to balance the need for change with stability. Therefore, an attempt is made to investigate the linkages between school leadership, emotional intelligence, political skill, and teachers' job satisfaction, as well as to examine the correlation of emotional and political skills of principals with the job satisfaction of their teachers.

From speech as “situated” to speech as “situating”: insights from John Gumperz on the practical conduct of talk as social action

2011 ◽  
Vol 31 (4) ◽  
Author(s):  
Frederick Erickson
Keyword(s):  
Social Relations ◽  
Social Action ◽  
Social Situation ◽  
Immigrant Community ◽  
Doctoral Research ◽  
Speech Communities ◽  
The Social ◽  
The Moment ◽  
Practical Conduct ◽  
Further Development

AbstractThe article begins by reviewing the early research interests of John Gumperz and their further development across the course of his career. His doctoral research documented spoken language in an immigrant community. He then focused on bilingual speech communities and “code switching.” Later he became concerned with various aspects of style shifting within a language. Whether he was considering language switching, or dialect switching, or shifts in register, Gumperz showed that speakers were creative in their language use — active agents rather than passive rule followers — alternating among disparate styles to communicate metaphoric and usually implicit social meaning. Through changes in speech style, interlocutors could be seen to be reframing their social relations, modifying the social situation they were in. ( NB This lability in situational framing is a major point of emphasis in Gumperz's notions of “contextualization” and “conversational inference.”) The article continues by presenting and discussing two of Gumperz's “telling cases” of contextualizing frame shifts by speakers. In concluding, a few examples from the author's own research are presented, with emphasis on the use of contextualization in establishing local alignments of solidarity-in-the-moment among interlocutors — indexical shifts to a footing for interaction that the author has termed “situational co-membership.”

scholarly journals THE RELATION BETWEEN SCHOOL CULTURE SUB-CATEGORIES AND EXPECTED RESULTS OF LEARNING PROCESS

2020 ◽  
Vol 78 (1) ◽  
pp. 48-60
Author(s):  
Ludvík Eger ◽  
Michaela Prášilová
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Teaching And Learning ◽  
Innovation Process ◽  
Positive Association ◽  
Learning Processes ◽  
Leadership And Management ◽  
The Czech Republic ◽  
Faculties Of Education ◽  
Culture Gaps

The aim of the research was to find out what factors of school culture affect the expected results of teaching and learning processes in basic schools. The research evaluated current and desired school culture in selected basic schools to identify culture gaps. Research using School Culture Inventory explored relations among selected sub-categories, namely between the sub-categories focused on shared objectives, trust in school leadership, and on managerial approach and the important sub-categories focused on innovation process and expected results of teaching and learning processes. The independent evaluators were final year students of the Faculties of Education from two universities in the Czech Republic who assessed schools after one month of their position at the selected schools (the research sample included 182 basic schools). The findings provided the evidence of current culture gaps and of a positive association between higher positive evaluations in the sub-category leadership and management and the sub-category expected results of teaching and learning processes. The results brought by the research will help school leaders when they plan to shape or change the culture of the schools they manage. Keywords: culture gaps, school culture, school culture inventory, shaping school culture.

scholarly journals School leadership and management in South Africa

2016 ◽  
Vol 30 (2) ◽  
pp. 211-231 ◽  
Author(s):  
Tony Bush ◽  
Derek Glover
Keyword(s):  
South Africa ◽  
Systematic Review ◽  
School Leadership ◽  
Teaching And Learning ◽  
Small Scale ◽  
Integrated Education ◽  
Leadership And Management ◽  
Content Type ◽  
Learner Outcomes ◽  
Aspiring Principals

Purpose – The purpose of this paper is to provide a systematic review of the literature on school leadership and management in South Africa, linked to the 20th anniversary of democratic government and integrated education. Design/methodology/approach – The authors conducted a systematic review of all published work since 2007 with a more selective review of sources before 2007. Findings – The findings show emerging evidence about the development of school leadership and management in South Africa but they also highlight on-going challenges, including poor learner outcomes, conflict with teacher unions, uneasy relationships between principals and school governing bodies, and leadership which remains focused on administration rather than teaching and learning. Research limitations/implications – The findings show that research on school leadership and management is developing but remains limited in terms of its scope and a reliance on small-scale unfunded projects. Practical/implications – The findings confirm the need for specialist leadership training for current and aspiring principals and for other senior and middle leaders. Social/implications – The findings show that South Africa remains a divided society with great differences in the quality of education available to learners, based on social class rather than race. Originality/value – The paper’s value lies in the comprehensive and systematic review of research on school leadership.

Emotional Intelligence and Political Skill Really Matter in Educational Leadership

2017 ◽  
pp. 1324-1353
Author(s):  
Nikoletta Taliadorou ◽  
Petros Pashiardis
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Educational Leadership ◽  
School Leadership ◽  
School Principals ◽  
Political Skill ◽  
Complex Environment ◽  
Political Skills ◽  
The Social

In this chapter, the authors investigate the social skills that school principals ought to exhibit in order to be more effective in the complex environment that characterizes modern schools. Thus, the main aim of this chapter is to provide an in-depth exploration of those social skills that are needed in order for school principals to become more flexible to external and internal requirements and to balance the need for change with stability. Therefore, an attempt is made to investigate the linkages between school leadership, emotional intelligence, political skill, and teachers' job satisfaction, as well as to examine the correlation of emotional and political skills of principals with the job satisfaction of their teachers.

School leadership and local learning contexts in South Africa

2018 ◽  
Vol 48 (3) ◽  
pp. 459-477 ◽  
Author(s):  
Tia Linda Zuze ◽  
Andrea Juan
Keyword(s):  
Academic Achievement ◽  
School Leadership ◽  
South African ◽  
Teaching And Learning ◽  
Management Practices ◽  
Economic Status ◽  
School Setting ◽  
Leadership And Management ◽  
The Relationship

International research has shown that the quality of school leadership and management (SLM) is important for teaching and learning, particularly in schools where there is acute resource deprivation. This article explores the relationship between leadership and academic achievement in South African secondary schools with varying socio-economic conditions. The study is based on data from 12,154 South African Grade 9 learners, 334 mathematics teachers and 292 principals who participated in the 2015 Trends in International Mathematics and Science Study (TIMSS). Using indicators that represent different aspects of school leadership, this article examines whether the type of leadership and management practices depend on the school setting and whether better school leadership and management supports academic achievement. The analysis revealed distinct relationships between school leadership and management and academic achievement based on the socio-economic status of learner bodies. Potential policy responses are discussed.

scholarly journals THE EFFECT OF SCHOOL LEADERSHIP EFFECTIVENESS ON TEACHER PERFORMANCE ( A Case Study at SMP Negeri Kota Singkawang)

2020 ◽  
Vol 1 (1) ◽  
pp. 40-56
Author(s):  
M.Thaiyibi
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
Teaching And Learning ◽  
Work Performance ◽  
Teacher Performance ◽  
School Development ◽  
Survey Study ◽  
Strong Impact ◽  
Whole School ◽  
Teachers And Students

This survey study aims to understand effective secondary school leadership towards improving teacher performance in the teaching and learning process. There is no doubt that effective school principals are able to promote faster education improvement. On the other hand, good school leadership has a strong impact on school development and student learning outcomes. To understand how the effectiveness of school leadership on teacher performance, survey research has been successfully carried out in Singkawang City Middle School. The results showed that a very successful educational leadership can influence the whole school community especially teachers and students to achieve higher performance in school organizations. This research proves that the principal's strong leadership can not only influence teachers in teaching but also students in learning as a whole. Therefore, similar research can continue to be carried out so that effective educational leadership can influence the people he dreams of with a high commitment to improve work performance such as teachers, school development and surrounding resident

scholarly journals Educational Leadership in the U.S. and Vietnam: A Cross-Culture Comparative Study

2021 ◽  
Vol 5 (3) ◽  
pp. 1-12
Author(s):  
Bich Thi Ngoc Tran
Keyword(s):  
Educational Leadership ◽  
Comparative Study ◽  
School Leadership ◽  
Teaching And Learning ◽  
Education And Training ◽  
Cross Culture ◽  
Experience Teaching ◽  
Managerial Experience ◽  
And Training ◽  
The U.S

Under globalisation, comparative educational studies have become more relevant. This paper is the first of its kind to compare education and training for principals in Vietnam and the U.S. and will offer among the few systematic studies on school leadership in Vietnam. Utilizing previous research on educational leadership and culture in the U.S. and Vietnam, and survey results from Teaching and Learning International Survey (TALIS) from the Organization for Economic Cooperation and Development (OECD) in 2018, I used t-test analyses to test several hypotheses about the differences between principals in the two countries. The findings suggest differences in age, gender, managerial experience, teaching obligation, and obtained levels of education and training between American principals and Vietnamese principals. Principals in the U.S. are younger and less experienced than principals in Vietnam. Level of education and need for professional development programs potentially indicate that American principals receive more thorough training in their education compared to Vietnamese principals. Accordingly, this comparative study provides valuable insights for both countries and contributes to diversifying the literature on educational leadership which the West has long dominated.

Emotional Intelligence and Political Skill Really Matter in Educational Leadership

2015 ◽  
pp. 228-256
Author(s):  
Nikoletta Taliadorou ◽  
Petros Pashiardis
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Educational Leadership ◽  
School Leadership ◽  
School Principals ◽  
Political Skill ◽  
Complex Environment ◽  
Political Skills ◽  
The Social

In this chapter, the authors investigate the social skills that school principals ought to exhibit in order to be more effective in the complex environment that characterizes modern schools. Thus, the main aim of this chapter is to provide an in-depth exploration of those social skills that are needed in order for school principals to become more flexible to external and internal requirements and to balance the need for change with stability. Therefore, an attempt is made to investigate the linkages between school leadership, emotional intelligence, political skill, and teachers' job satisfaction, as well as to examine the correlation of emotional and political skills of principals with the job satisfaction of their teachers.

scholarly journals Confucian values and school leadership in Vietnam

2016 ◽  
Vol 45 (1) ◽  
pp. 77-100 ◽  
Author(s):  
Thang Dinh Truong ◽  
Philip Hallinger ◽  
Kabini Sanga
Keyword(s):  
Decision Making ◽  
Educational Leadership ◽  
School Leadership ◽  
Cultural Values ◽  
Cultural Context ◽  
School Principals ◽  
Leadership Practice ◽  
Leadership And Management ◽  
Global Consensus ◽  
Principal Decision Making

There is an emerging global consensus that the knowledge base in educational leadership and management must offer a deeper examination of leadership practice across a more diverse set of national contexts. Nonetheless, a recent review of the literature in this field concluded that this challenge has yet to be adequately addressed with respect to research in Asia. This study was an in-depth, qualitative examination of how the decision-making practices of Vietnamese school principals respond to their socio-cultural context. The study employed Hofstede’s ‘dimensions of national culture’ to aid in this analysis of Vietnamese school leadership. Qualitative data were used to construct case studies of principal decision-making in three Vietnamese schools. The findings highlight the strong influence of power distance and collectivism on the decision making of Vietnamese school principals. The results illuminate the value of adopting an ‘indigenous perspective’ on school leadership. Our description of how socio-cultural values shape the practice of school leadership in Vietnam offers a useful contrast with descriptions from mainstream research on educational leadership and management.

Sign in / Sign up

Export Citation Format

Share Document