Educational Reform, Standards, and School Leadership

2012 ◽  
pp. 3-17 ◽  
Author(s):  
Louis Volante
Keyword(s):  
Educational Reform ◽  
School Leadership

Examining school leadership in a transitional context: A mixed-methods study of leadership practices and school cultures as mechanisms of educational change

2020 ◽  
pp. 174114322097128
Author(s):  
Jasna Kovačević ◽  
Alisa Mujkić ◽  
Amra Kapo
Keyword(s):  
Mixed Methods ◽  
Educational Reform ◽  
School Leadership ◽  
Structural Equation ◽  
Large Scale ◽  
Qualitative Data ◽  
Measurement Model ◽  
Equation Modeling ◽  
Structured Interviews ◽  
School Cultures

This research presents the results of studies designed to observe the effects of school leadership and school culture as mechanisms of change in the context of a large-scale educational reform in Bosnia and Herzegovina. A mixed-methods approach was employed to illuminate how institutional context either activates or deactivates leadership and school cultures as mechanisms that influence teacher efficacy beliefs in times of large-scale educational reform. Quantitative and qualitative data were analyzed through three independent studies. Quantitative procedures included measurement model analysis, structural equation modeling and a non-parametric Mann–Whitney U test. The qualitative analytic approach encompassed procedures of content analysis and quantification of qualitative data from reform documents and semi-structured interviews in the form of hierarchical clustering and multidimensional scaling. The triangulation of findings occurred in the interpretation phase, characterized by the development of meta-inferences that go beyond the findings from each study.

Observations of the U.S. Principalship: A Cross-Cultural Perspective from a Kenyan Headmaster

1993 ◽  
Vol 3 (2) ◽  
pp. 112-120
Author(s):  
J. Malilo Barasa ◽  
Crystal J. Gips ◽  
Richard J. Hazler
Keyword(s):  
Educational Reform ◽  
School Leadership ◽  
Cross Cultural ◽  
Cultural Perspective ◽  
Two Cultures ◽  
The Two Cultures ◽  
Similarities And Differences ◽  
Strategies For Change ◽  
The U.S

This paper arises from a Kenyan headmaster's personal observations of U.S. principals. As a case study, it provides an analysis of U.S. educational leadership by comparing the roles of U.S. principals and Kenyan headmasters. Similarities and differences in roles are noted as they emerge from the values of the two cultures. The impacts of the different approaches to school leadership are considered, especially as they allow for insights into potential alterations in the practices of U.S. principals. The paper concludes with a series of recommended strategies for change in school leadership, which answer the needs identified in the current literature on educational reform.

Principal authentic leadership and teacher engagement in Kuwait’s educational reform context

2020 ◽  
pp. 174114322095733
Author(s):  
Ayeshah Ahmed Alazmi ◽  
Yasser F. Hendawy Al-Mahdy
Keyword(s):  
Educational Reform ◽  
School Leadership ◽  
Primary Schools ◽  
Structural Equation ◽  
Authentic Leadership ◽  
Survey Design ◽  
School Principal ◽  
Western Society ◽  
Teacher Engagement ◽  
School Leadership Practices

Scholars have asserted that a school principal’s authentic leadership can raise the engagement of teachers under their charge. This paper delves into this consideration, within the context of Kuwaiti educational reform, by investigating the extent to which principal authentic leadership (PAL) affects teacher engagement (TE) by enhancing their occupational self-efficacy (OSE). The study used a non-experimental, predictive survey design, obtaining data from 333 teachers in 25 primary schools in Kuwait. The study tested a set of hypotheses drawn from a conceptualized model developed from previous research studies using structural equation modelling (SEM). Results indicated the validation of this model describing how PAL affects teacher OSE and TE. Data analysis from this study indicated that PAL has a significant, positive effect upon TE, as does OSE. Furthermore, OSE mediates the relationship between PAL and TE. These findings contribute to our understanding for the effects of authentic leadership in Kuwait. As such, this study offers insight into how Kuwaiti policymakers may improve and support school leadership practices to realize the aims of the nation’s educational reform goals. Additionally, this study builds upon, and extends, the foundations established in earlier research endeavours regarding school principal leadership within centralized education systems and outside Western society.

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