School Leadership and Change in East Asia: Building Capacity for Education Reform

2012 ◽  
Vol 87 (2) ◽  
pp. 157-161 ◽  
Author(s):  
Xiu Chen Cravens ◽  
Philip Hallinger
Keyword(s):  
Education Reform ◽  
East Asia ◽  
School Leadership ◽  
Building Capacity ◽  
Leadership And Change

Exploring the effects of authentic leadership on academic optimism and teacher engagement in Thailand

2018 ◽  
Vol 32 (1) ◽  
pp. 27-45 ◽  
Author(s):  
Dhirapat Kulophas ◽  
Philip Hallinger ◽  
Auyporn Ruengtrakul ◽  
Suwimon Wongwanich
Keyword(s):  
Education Reform ◽  
School Leadership ◽  
Work Engagement ◽  
Primary Schools ◽  
Authentic Leadership ◽  
Academic Optimism ◽  
School Level ◽  
Equation Modeling ◽  
Suitable Model ◽  
Content Type

Purpose In the context of Thailand’s progress towards education reform, scholars have identified a lack of effective school-level leadership as an impeding factor. The purpose of this paper is to develop and validate a theoretical model of authentic leadership effects on teacher academic optimism and work engagement. Authentic leadership was considered a suitable model of school leadership in light of Thailand’s explicit recognition of the importance of developing the moral capacity of students and emphasis on ethical leadership. Design/methodology/approach The study employed a quantitative cross-sectional survey design. Survey data were obtained from 605 teachers in a nationally representative sample of 182 primary schools. The data were analyzed using confirmatory factor analysis and structural equation modeling. Findings The results indicated that the model of authentic leadership effects on teachers’ academic optimism and work engagement was validated. A moderate relationship was observed between authentic leadership and the dependent measures of teacher attitudes. Practical implications The study identified a potentially important lack of alignment between the espoused values and actions/decisions of school principals in Thailand. When combined with prior research conducted on leadership for educational reform in Thailand, our findings highlight the systemic nature of the problem faced in changing traditional patterns of behavior in Thai schools. More specifically, despite change in the nation’s educational goals, human resource management of the nation’s school leaders continues to produce administrators and managers rather than leaders, either instructional or moral. Originality/value The study extends prior studies of school leadership in the context of Thailand’s education reform that focused more specifically on principal instructional leadership in Thailand. In addition, this study of authentic school leadership is one of only a few conducted outside of Western societies.

‘Al Faza’a’ leadership: An implicit cultural barrier to distributed leadership in Jordanian public schools

2020 ◽  
pp. 174114322093258
Author(s):  
Reem Hashem
Keyword(s):  
Public Schools ◽  
Education Reform ◽  
School Leadership ◽  
Cultural Values ◽  
Distributed Leadership ◽  
Knowledge Economy ◽  
Social Practice ◽  
Leadership Practice ◽  
Factors Affecting ◽  
Cultural Barrier

In 2003, the Jordanian government launched an ‘education reform for knowledge economy’ leadership programme in Jordanian public schools. The programme transformed school leadership structures by advocating patterns of distributed leadership. However, growing evidence in cross-cultural research shows the influence of local culture on implementation of foreign reform programmes. This paper aims to examine a culture-bound leadership practice during the implementation of the education reform for knowledge economy programme and the tensions it holds to the intent of distributed leadership. This leadership practice was identified by Jordanian school principals who participated in qualitative research to examine factors affecting the implementation of the education reform for knowledge economy programme. The research employed a grounded theory methodology for data collection and analysis. Principals termed this leadership practice ‘al faza’a’ leadership which is anchored in al faza’a social practice of Jordanian tribes. Findings demonstrate that Jordanian tribal leadership styles are seen in Jordanian public schools. ‘Al faza’a’ hegemonic leadership practices in the Jordanian public schools signify the embodiment of the tribal social and cultural values of solidarity and kinship. These values can be incongruent with the core values underlying the education reform for knowledge economy’s advocated distributed leadership programme. This paper concludes that ‘al faza’a’ practice can represent an implicit leadership theory in Jordanian schools.

Exploring the career trajectories of Black male educators in p-12 education

2020 ◽  
Vol 14 (3/4) ◽  
pp. 255-267
Author(s):  
Kimberly Underwood ◽  
Joy Taylor ◽  
Donna Smith ◽  
J. Medgar Roberts
Keyword(s):  
Education Reform ◽  
School Leadership ◽  
Black Male ◽  
School Administrators ◽  
Teaching Profession ◽  
Critical Examination ◽  
Holistic View ◽  
Content Type ◽  
Career Trajectories ◽  
The Status

Purpose This paper aims to provide a critical examination of the career trajectories of Black male educators through the discussion of key issues relevant to the professional development and advancement of this population. Design/methodology/approach The authors approach this paper through the examination of literature related to Black male educators. The authors seek to provide insight into the status of Black male educators through a critical focus of scholarship in the three critical areas of Black male educator recruitment, retention and mobility. Findings This examination supports the need to generate sustainable initiatives to diversify our nation’s classrooms and create additional opportunities for Black male representation in school leadership positions. Effectively dismantling the entrenched hurdles many encounter within their teaching careers requires a concerted commitment by advocates, policymakers and school administrators at all levels. Additionally, there is a continued need for stakeholders to keep the diversification of P-12 schools as a key priority in current education reform strategies. Social implications This paper serves as an impetus to highlight the continued need for further exploration and consequential action to increase the numbers of Black males in the teaching profession. Originality/value This paper adds to the literature surrounding Black male educators by providing a holistic view of their career trajectories of Black male educators and shedding light on the need for ongoing efforts to diversify the P-12 teaching workforce.

scholarly journals Relationship between teacher empowerment and principal effectiveness at secondary schools level

2017 ◽  
Vol 9 (4) ◽  
pp. 418-424
Author(s):  
AZHAR CH MAHMOOD ◽  
Irshad Hussain ◽  
Irshad Hussain
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Education Reform ◽  
Organizational Development ◽  
School Leadership ◽  
Professional Growth ◽  
Sampling Technique ◽  
Teacher Empowerment ◽  
Principal Effectiveness ◽  
Leadership Roles

The continual cycle of education reform movements suggests that there is a need for principals to evaluate and re-define their leadership roles on a continuous basis. The expanded expectations and responsibilities placed on schools have seemingly created a need for school leadership to be shared or distributed among teachers and principals. The purpose of this study was to find out the relationship between teacher empowerment and principal effectiveness in secondary schools of Islamabad. It was correlational study included the collection of quantitative data to obtain greater understanding and detail about the relationships between teacher empowerment and principal effectiveness as perceived by teachers. The population of the study was 458 Secondary School male teachers working in 45 secondary schools. The 229 Secondary School Teachers were taken as a sample by a random sampling technique which is 50% of the population. Two standardized instruments i.e. School Participant Empowerment Scale and Audit of Principal Effectiveness were used for collection of data on the study of two variables. Pearson r) Mean and Standard Deviation were used for data analysis. The findings of this study were showed significant relationships between Teacher Empowerment and Principal Effectiveness. It is concluded that the teacher’s empowerment in schools enhanced the effectiveness of the principals. Keywords: Teacher Empowerment, professional growth, principal effectiveness, organizational development.  

scholarly journals A conceptual learner discipline management model for secondary schools in Mauritius

2021 ◽  
Vol 10 (4) ◽  
pp. 1359
Author(s):  
Belle Louis Jinot ◽  
Van Niekerk Eldridge Johannes
Keyword(s):  
Secondary Schools ◽  
Education Reform ◽  
Conceptual Model ◽  
School Leadership ◽  
Basic Education ◽  
Participant Observation ◽  
Group Discussion ◽  
Empirical Literature ◽  
Model Framework ◽  
Restorative Discipline

Learner discipline management is a major but challenging function of school leadership. Adolescents of the 21st century are complex in nature, and school stakeholders are having much difficulty to handle the problem of indiscipline in secondary schools. This paper aims at providing a conceptual model framework for learner discipline management. This model is the result of an empirical investigation conducted in four secondary schools. Focus group discussion and individual interviews were carried out with 80 participants, including 24 teachers, 24 learners, 24 parents, four school principals, and four school superintendents. The non-participant observation was also conducted in the four schools. Based on the conceptual, theoretical and empirical literature on positive, proactive, preventive and restorative discipline, the researcher proposed the model that considers all the research- and evidence-based strategies that are combined with the current effective measures prescribed by the Ministry of Education, Science and Technology of Mauritius. The model is framed within the context of the Nine Year Continuous Basic Education reform that requires a shift in the conception of discipline from the punitive or reactive approach to the positive approach. This paper formulates a conceptual model framework to implement in an attempt to prevent, reverse and restore discipline among learners in secondary schools.

Sign in / Sign up

Export Citation Format

Share Document