Local and Global? Challenging the Social Epistemologies of the Educational Leadership Field

2020 ◽  
pp. 53-68
Author(s):  
Merete Storgaard
Keyword(s):  
Educational Leadership ◽  
The Social

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.

A Framework for Rethinking Educational Leadership in the Margins: Implications for Social Justice Leadership Preparation

2017 ◽  
Vol 13 (1) ◽  
pp. 10-37 ◽  
Author(s):  
Melanie Bertrand ◽  
Katherine C. Rodela
Keyword(s):  
Social Justice ◽  
Educational Leadership ◽  
Community Organizing ◽  
Parent Engagement ◽  
Leadership Preparation ◽  
Youth Voice ◽  
Critical Research ◽  
Preparation Programs ◽  
The Social ◽  
New Framework

This article reimagines the social justice educational leadership field, highlighting the leadership of youth, parents, and community. We examine widely cited social justice educational leadership publications, in addition to critical research on youth voice, parent engagement, and community organizing. Our analysis reveals that the field often overlooks youth, parent, and community educational leadership. Through the theory of collective transformative agency, we propose a new framework for dismantling deficit ideologies and disempowering practices in leadership preparation programs. The article concludes with specific proposals for programs to re-envision the “how” and “who” of leadership preparation.

scholarly journals Kecerdasan Emosional dalam Kepemimpinan Pendidikan

2019 ◽  
Vol 2 (1) ◽  
pp. 60-68
Author(s):  
Antonius Remigius Abi
Keyword(s):  
Educational Leadership ◽  
School Leaders ◽  
Social Awareness ◽  
Self Management ◽  
Self Awareness ◽  
Educational Community ◽  
Social Community ◽  
Whole School ◽  
The Social ◽  
Skill Management

Educational leadership that has the criterion of emotional quotient is the leader with the ability to influence the educational community through self-awareness and self-management. This ability helps school leaders to understand the society. In other words, the leader has the social awareness and skill management. It is the skill to interact with the shcool community their wants. In addition, the school leaders are required to be honest to their selves and the whole educational community for their building of self strength, self-conscience, honor, and responsibility to the whole school community. To conclude that the cooperation between leaders and society (social community) the goal of the education will be achieved. Abstrak: Kepemimpinan pendidikan yang memiliki kriteria quatition emosional adalah kepemimpinan dengan kemampuan untuk mempengaruhi komunitas pendidikan melalui kesadaran diri dan manajemen diri. Kemampuan ini membantu para pemimpin sekolah untuk memahami masyarakat. Dengan kata lain, pemimpin memiliki kesadaran sosial dan manajemen keterampilan. Ini adalah keterampilan untuk berinteraksi dengan komunitas shcool yang mereka inginkan. Selain itu, para pemimpin sekolah dituntut untuk jujur pada diri mereka sendiri dan seluruh komunitas pendidikan untuk membangun kekuatan diri, hati nurani, kehormatan, dan tanggung jawab mereka kepada seluruh komunitas sekolah. Untuk menyimpulkan bahwa kerja sama antara para pemimpin dan masyarakat (komunitas sosial) tujuan pendidikan akan tercapai.

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.

Educational Leadership as Practice

2020 ◽  
Author(s):  
Jane Wilkinson
Keyword(s):  
Educational Leadership ◽  
Organizational Studies ◽  
Educational Practices ◽  
Educational Organizations ◽  
Social Phenomena ◽  
Educational Transformation ◽  
The Social ◽  
Practice Architectures ◽  
Practice Turn ◽  
Or Practice

In the first part of the 21st century there has been a turn to practice in the social sciences including organizational studies, critical management sociology, philosophy, and some domains of education inquiry. Despite a rich tradition of epistemological and ontological debates, educational leadership scholarship has been slow to recognize the productive nature of the practice turn. This is partly due to its historical location in North American pragmatic traditions and a concomitant privileging of more instrumentalist, positivist, and functionalist accounts of how we come to know, be, and learn to go on in the social world that constitutes educational organizations. Educational leadership scholarship has had two dominant tendencies when it comes to explaining the phenomenon of organizational change. The first relies on individualist and frequently decontextualized accounts that privilege individuals, for example, the hero leader who turns around a “failing” educational organization. The second draws on dominant societist accounts that foreground systems, for example, principals as role incumbents in schools. In so doing, the latter privileges the system above the lifeworld of educational organizations. In contrast, a practice account of leadership or leading draws our attention to the materiality and “happeningness” of leading practices as social phenomena, unfolding in the ontological specificity of particular sites at particular times, rather than as a set of espoused ideals. It foregrounds the cultural-discursive, material-economic, and social-political arrangements or practice architectures that hold in place particular educational practices, and that in turn create the kinds of enabling or constraining conditions for educational transformation to occur. By understanding the practices and arrangements that hold particular kinds of educational practices in place, we are better able to understand possibilities for educational change and transformation.

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.

Shaping a Strengths-Based Approach to Relational Leadership

2015 ◽  
pp. 201-220
Author(s):  
Michael Bell ◽  
Carolyn Palmer
Keyword(s):  
Educational Leadership ◽  
Educational Leaders ◽  
Social Constructionist ◽  
Relational Leadership ◽  
Leadership Formation ◽  
The Social ◽  
The World ◽  
The Status ◽  
Formation Programs ◽  
Leadership Research

Much of the contemporary research and theorising on educational leaders' practices has portrayed leadership as a relatively static set of interactions between entities. In contrast, the social constructionist literature revisits the organic, relational, and emerging becoming-in-the-world. This approach to leadership research has implications for the practices of leaders, leadership formation programs, research itself, and the position of the researcher. In this chapter, the authors argue that the formation of educational leadership is a critical, relational concern, to which considerable attention is warranted. The authors contend that rather than merely deconstructing the status quo, research through a relational lens engages in a co-re-constructing, or shaping, of our collective aspirations and the strategies we employ.

Educational Leadership on the Social Frontier

2013 ◽  
Vol 49 (4) ◽  
pp. 543-575 ◽  
Author(s):  
Peter Miller ◽  
Nathan Wills ◽  
Martin Scanlan
Keyword(s):  
Educational Leadership ◽  
The Social

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.

The Social Continuum of Educational Leadership

2021 ◽  
pp. 000-000
Author(s):  
Martin Rehm ◽  
Alan Daly ◽  
Peter Bjorklund ◽  
Yi-Hwa Liou ◽  
Miguel del Fresno
Keyword(s):  
Educational Leadership ◽  
The Social
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