Lasting Leadership: A Study of High Leadership Capacity Schools

Purpose Centralization, mergers and cost reductions have generally led to increasing levels of span of control (SOC), and thus potentially to lower leadership capacity. The purpose of this paper is to explore how a large SOC impacts hospital staff and their leaders. Design/methodology/approach The study is based on a qualitative explorative case study of three large inpatient wards. Findings The study finds that the nursing staff and their frontline leaders experience challenges in regard to visibility and role of the leader, e.g., in creating overview, coordination, setting-up clear goals, following up and being in touch. However, large wards also provide flexibility and development possibilities. Practical implications The authors discuss the implications of these findings for decision makers in deciding future SOC and for future SOC research. Originality/value Only few studies have qualitatively explored the consequences of large SOC in hospitals.

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Cultivating School Counseling Leaders Through District Leadership Cohorts

Professional School Counseling ◽

10.1177/2156759x18773275 ◽

2017 ◽

Vol 21 (1b) ◽

pp. 2156759X1877327

Author(s):

Marcy G. Miller Kneale ◽

Anita A. Young ◽

Colette T. Dollarhide

Keyword(s):

School Counseling ◽

School Counselors ◽

Effective Leadership ◽

Leadership Skills ◽

District Leadership ◽

Leadership Capacity ◽

Training Methods ◽

Counseling Supervisors ◽

K 12

Demonstrating effective leadership skills is a necessity for school counselors seeking to achieve a systemic vision that influences change. The challenge becomes the delivery of training methods that allow school counselors and school counseling supervisors to develop leadership skills, gain confidence, and maximize their potential. This article presents district cohort training approaches that can enhance the leadership capacity of pre-K–12 school counselors and school counseling supervisors.

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Holistic Leader(ship) Development: An Integrative Process Model of Leader and Leadership Development

10.1093/acrefore/9780190224851.013.288 ◽

2021 ◽

Author(s):

H. Michael Schwartz ◽

Pooja Khatija ◽

Diana Bilimoria

Keyword(s):

Leadership Development ◽

Identity Development ◽

Organizational Support ◽

Process Model ◽

Leader Development ◽

Leadership Capacity ◽

Future Research ◽

Organizational Contexts ◽

Leader Identity ◽

Capital Development

The question of how to efficiently, holistically, and successfully develop leaders has been the focus of scholars and practitioners for several decades. Embedding the process of leader development in organizational contexts allows participants to develop and apply leadership knowledge, skills, and identity awareness. Embeddedness facilitates the holistic integration of the interactive processes of leader development (which focuses on increasing the leadership capacity of an individual) and leadership development (which focuses on increasing the leadership capacity of an organization), which is referred to in this article as leader(ship) development (LD). Two sub-processes involved in LD (i.e., general and situational identity development and knowledge/skill/social capital development) and four mechanisms of embeddedness that facilitate holistic LD (i.e., leader identity integration, opportunities to learn and develop in the organization, organizational support and feedback, and helping relationships) will be described. A discussion on the ways by which management education pedagogy can integrate and facilitate embeddedness and provide guidance for future research will follow.

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Empowerment through a teacher leadership academy

Journal of Research in Innovative Teaching & Learning ◽

10.1108/jrit-08-2018-0019 ◽

2018 ◽

Vol 11 (2) ◽

pp. 192-206 ◽

Cited By ~ 2

Author(s):

Jeremy D. Visone

Keyword(s):

School District ◽

Teacher Leadership ◽

Design Methodology ◽

Qualitative Data ◽

Teacher Leaders ◽

Leadership Capacity ◽

Control Group ◽

Leadership Academy ◽

Content Type ◽

Suburban School District

Purpose The purpose of this paper is to examine the effectiveness of a teacher leadership academy (TLA) organized through a school district/university partnership in a small, US Suburban School District in increasing teachers’ participation in leadership activities. Design/methodology/approach TLA participants (n=11) were surveyed using the Teacher Leadership Activities Scale, and their results were compared to a control group of teachers in the district who were not participating in the TLA (n=12). Interviews and open-ended response items provided qualitative data to examine how the TLA contributed to teachers’ growth as leaders. Findings Results indicated that teachers in the TLA did increase participation in teacher leadership activities. Qualitative data revealed themes of many espoused benefits from TLA participation, including increased interactions with administrators, improved understanding of the obstacles associated with implementing changes, and expanded leadership capacity. Research limitations/implications Conditions that both enhanced and detracted from teacher leaders’ growth were identified and outlined, including formal leaders’ participation in TLA activities, material support for projects, and a supportive atmosphere (enhancers) and administrative roadblocks and the inability to remediate capacity issues for teacher leaders (detractors). Originality/value The conditions outlined above will assist those interested in creating TLAs in doing so with purpose and increased chance for buy in and success.

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