scholarly journals Realisation of strategic leadership in leadership teams' work as experienced by the leadership team members of basic education schools

2013 ◽  
Vol 33 (5) ◽  
pp. 457-472 ◽  
Author(s):  
Tapio Juhani Lahtero ◽  
Lea Kuusilehto-Awale
Keyword(s):  
Basic Education ◽  
Leadership Teams ◽  
Leadership Team ◽  
Strategic Leadership ◽  
Team Members

Sustained Positive Behavioral Interventions and Supports Implementation: School Leaders Discuss Their Processes and Practices

2020 ◽  
Vol 23 (1) ◽  
pp. 30-41
Author(s):  
Michael Scaletta ◽  
Marie Tejero Hughes
Keyword(s):  
Behavioral Interventions ◽  
School Leaders ◽  
School Administrators ◽  
Leadership Teams ◽  
Leadership Team ◽  
Successful Implementation ◽  
Focus Group Interviews ◽  
Team Members ◽  
Positive Behavioral Interventions ◽  
Group Interviews

The purpose of the study was to investigate the leadership practices that elementary school administrators and leadership teams utilize to promote effective, successful, and sustainable schoolwide positive behavioral interventions and supports (SWPBIS). The study focused on the practices, processes, and challenges that administrators and school leaders indicated led to the successful implementation of the SWPBIS framework. Twenty-four school leaders (six administrators; 18 leadership team members) from five elementary schools with platinum recognition for their high-quality SWPBIS implementation participated. School administrators participated in an in-person interview, and leadership team members participated in focus group interviews. Results revealed that successful SWPBIS framework implementation was promoted by establishing a distributed leadership approach that leveraged teachers as leaders while shaping their buildings’ systems of practices and processes, providing training and professional development to staff, establishing buy-in by stakeholders, and engaging stakeholders in their PBIS efforts.

A Face Only an Investor Could Love

2011 ◽  
Vol 22 (12) ◽  
pp. 1478-1483 ◽  
Author(s):  
Elaine M. Wong ◽  
Margaret E. Ormiston ◽  
Michael P. Haselhuhn
Keyword(s):  
Financial Performance ◽  
Organizational Performance ◽  
Leadership Teams ◽  
Leadership Team ◽  
Psychological Characteristics ◽  
Personal Traits ◽  
Leadership Success ◽  
Physical Traits ◽  
The Relationship ◽  
Physical Trait

Researchers have theorized that innate personal traits are related to leadership success. Although links between psychological characteristics and leadership success have been well established, research has yet to identify any objective physical traits of leaders that predict organizational performance. In the research reported here, we identified leaders’ facial structure as a specific physical trait that correlates with organizational performance. Specifically, we found that firms whose male CEOs have wider faces (relative to facial height) achieve superior financial performance. Decision-making dynamics within a firm’s leadership team moderate this effect, such that the relationship between a given CEO’s facial measurements and his firm’s financial performance is stronger in firms with cognitively simple leadership teams.

scholarly journals Exploring stakeholder perceptions around implementation of the Operating Room Black Box for patient safety research: a qualitative study using the theoretical domains framework

2019 ◽  
Vol 8 (3) ◽  
pp. e000686 ◽  
Author(s):  
Nicole Etherington ◽  
Aya Usama ◽  
Andrea M Patey ◽  
Chantal Trudel ◽  
Antoine Przybylak-Brouillard ◽  
...  
Keyword(s):  
Patient Safety ◽  
Operating Room ◽  
Video Recording ◽  
Theoretical Domains Framework ◽  
Black Box ◽  
Leadership Team ◽  
Senior Leadership ◽  
Team Members ◽  
Barriers And Enablers ◽  
Safety Research

BackgroundSystematically observing clinical performance in the operating room (OR) to support patient safety initiatives faces numerous logistical and methodological challenges. These may be solved by new audio-video recording technologies like the OR Black Box, which is a tool similar to black boxes in aviation. This study aimed to identify barriers and enablers that may influence patients’, clinicians’ and senior leadership team members’ support of the OR Black Box in order to guide its future implementation.MethodsPatients, clinicians and senior leadership team members were recruited to participate in semistructured interviews informed by the theoretical domains framework (TDF) to identify factors relevant to planning OR Black Box implementation. Deidentified interview transcripts were analysed in duplicate following a TDF coding structure.ResultsData saturation was achieved at 15 patients, 17 clinicians and 9 senior leadership team members. Seven domains were relevant for patients, nine for clinicians and four for senior leadership. Knowledge and Beliefs about consequences were barriers and enablers for all three groups. Memory, attention and decision processes and Social influences were enablers for both clinicians and senior leadership. Environmental context and resources, Emotion and Behavioural regulation were found to be barriers and enablers for both clinicians and patients. Social/professional role and identity and Reinforcement were enablers for patients only and Optimism and Intentions were barriers and enablers to clinicians.ConclusionsWhile most stakeholders were supportive of the OR Black Box, we identified many key areas that need to be addressed during its implementation. It is critical to ensure all stakeholders have adequate and accurate information about the OR Black Box system and research goals, and that the OR Black Box is positioned as a patient safety initiative for learning from and improving practice.

Implementation of an e‑Learning Project in Tshwane South District: Towards a Paperless Classroom in South African Secondary Schools

2020 ◽  
Vol 18 (4) ◽  
Author(s):  
Gloria Maite Msiza ◽  
Khashane Stephen Malatji ◽  
Lydia Kgomotso Mphahlele
Keyword(s):  
Basic Education ◽  
Theoretical Perspective ◽  
Case Study Research ◽  
School Management ◽  
Management Team ◽  
Research Approach ◽  
Instructional Designers ◽  
Design Development ◽  
Team Members ◽  
E Learning

An e‑Learning project has been rolled out in Gauteng schools in an attempt to improve the quality of educationand move towards paperless classrooms. The purpose of this study was to investigate the challenges faced by Tshwane SouthSecondary Schools associated with the implementation of the e‑Learning project with a view to suggest possible solutions.The study followed a qualitative research approach with a case study research design. The study population consisted ofteachers, school management team (SMT), and learners. Purposive sampling was used to select three teachers, six learnersand three school management team members of the schools’ e‑Learning committees. Data was collected through individualsemi‑structure interviews and focus group interview. The Analysis, Design, Development, Implementation, and Evaluationmodel (ADDIE model) was used to provide a theoretical perspective on how instructional designers, training developers, andeducators should design and develop a program such as e‑Learning. The data was analysed using a thematic approach. Thestudy found that teachers were not adequately trained prior to the implementation of e‑Learning, which impacted negativelyon the project. Teachers had difficulty in operating the smartboards and accessing the learning resources that has beenloaded in the smartboards which affected the implementation of the project. The study concluded that poor planning on thesite of Department of Basic Education has resulted into challenges that hampered the implementation of e‑Learning. Thestudy recommends extensive training of both learners and teachers in the use of e‑Learning.

scholarly journals What are the Prerequisites for Good Clinical Practice in Europe?

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1
Author(s):  
D. Bhugra
Keyword(s):  
Social Sciences ◽  
Good Clinical Practice ◽  
Strategic Thinking ◽  
Leadership Teams ◽  
Good Doctor ◽  
Team Members ◽  
Good Medical Practice ◽  
Raising Awareness ◽  
The Uk

Good Medical Practice and Good Psychiatric Practice are key documents in the UK, indicating characteristics of a good doctor and a good psychiatrist respectively. Individual aspects of what constitutes a professional can be seen in relationship with other disciplines, team members and stakeholders. A key task of any organisation that purports to speak for the profession is to identify what these qualities are, how they are to be inculcated and developed. The Royal College of Psychiatrists, therefore, is in a unique position to do this and take it forward without guilt and shame. Leadership, teams, education, appraisals, careers and research are themes which have to be looked at. For any leadership to be successful it must have vision, strategic thinking, motivation and trust, all of which are being challenged at present. The profession of psychiatry must move from nostalgic professionalism to ‘new’ professionalism. of We as psychiatrists must ascertain our civic and fiduciary responsibilities by identifying and agreeing standards of quality of care, altruism and values of the profession identified by us and worked at with other stakeholders. The primacy of patient welfare and advocacy for our patients is critical. For our medical-moral interdependence we must be honest with ourselves as to what our strengths and weaknesses are, but also with society to declare what we can deliver in reality and what our aspirations are. Courses in ethics, humanities and human values (medical history, social sciences, literature and films) can sensitize the clinician by raising awareness and developing critical reflection.

scholarly journals Values, Culture and Context

2021 ◽  
pp. 43-53
Author(s):  
Rose M. Ylimaki ◽  
Lynnette A. Brunderman
Keyword(s):  
Leadership Teams ◽  
Leadership Team ◽  
Lessons Learned ◽  
School Development ◽  
Theory And Practice ◽  
Education Theory ◽  
The Individual ◽  
School Principalship ◽  
Successful School ◽  
Defined Culture

AbstractThis chapter presents our conception of culture for school development, including broader cultural aims and humanistic values of education for an increasingly multicultural society reflected in the micro-organizational culture of schools and the sub-culture of the leadership team. Specifically, drawing on the International Successful School Principalship Project (ISSPP) research, related studies, and education theory, we defined culture as the values, beliefs and norms of behavior embedded within the individual, the leadership team, the organization, and the larger community. The balance of the chapter presents application of theory and practice in the Arizona project (AZiLDR) as well as lessons learned. The chapter illustrates the critical importance of culture to readiness for school development. Often, during the project, teams were at different stages of readiness, resulting in the need to spend time building and solidifying the culture. In schools with less readiness, we found the diffusion process to progress much more slowly. We saw these schools existing in the Zone of Uncertainty much longer. We describe our process to develop school culture through leadership teams, using the AZiLDR delivery system of institutes, regional meetings and on-site coaching. Example case studies and activities are provided.

scholarly journals Implementation of Total Quality Management (TQM) at Tunas Bangsa Primary School (SD Tunas Bangsa) in Kubu Raya Regency

2019 ◽  
Vol 4 (1) ◽  
pp. 185
Author(s):  
Rahmad Wibowo ◽  
Syukri Syukri ◽  
Sukmawati Sukmawati
Keyword(s):  
Quality Standards ◽  
Leadership Team ◽  
Total Quality ◽  
Team Behavior ◽  
Team Members ◽  
Descriptive Research ◽  
Quality Culture ◽  
Communication Techniques ◽  
Inhibiting Factor ◽  
Teacher Team

The implementation of TQM at SD Tunas Bangsa Kubu Raya does not always run smoothly. There are things that hinder the implementation. However, even though there are obstacles to the implementation of the TQM, the number of students has increased in the last 5 years. The purpose of this study was to describe (1) Quality leadership at SD Tunas Bangsa Kubu Raya; (2) Quality teamwork at SD Tunas Bangsa Kubu Raya; (3) Efforts to build a quality culture at SD Tunas Bangsa, and (4) Supporting and inhibiting factors for TQM implementation at SD Tunas Bangsa Kubu Raya. This study uses a qualitative approach with a type of descriptive research. Data collection techniques in this study were carried out by observation techniques, direct communication techniques, and documentation techniques. The results of this study include (1) Quality leadership carried out by school leaders namely Principal, Deputy Principal, and PYP Curriculum Coordinator based on teamwork, namely the leadership team and the teacher team; (2) Teamwork at SD Tunas Bangsa Kubu Raya consisting of a leadership team and teacher team is considered good because team members develop favorable team behavior and work collaboratively both in making plans and implementing them; (3) Efforts to build a quality culture are sought by leaders and teachers; (4) The supporting factor for the implementation of TQM at SD Tunas Bangsa Kubu Raya is a strong commitment from the leadership and senior teachers. While the inhibiting factor is new teachers need time to understand and be able to perform according to IB quality standards and school standards.

scholarly journals Towards a workplace conducive to the career advancement of women

2009 ◽  
Vol 35 (1) ◽  
Author(s):  
Karen Lewis-Enright ◽  
Anne Crafford ◽  
Freddie Crous
Keyword(s):  
Appreciative Inquiry ◽  
Career Advancement ◽  
Emotional Responses ◽  
Shared Vision ◽  
Leadership Team ◽  
Team Members ◽  
Women's Career Advancement ◽  
Slow Progress ◽  
Large Organisation ◽  
Made In

The aim of this study was to start designing a workplace conducive to women’s career advancement. Appreciative inquiry was selected as an appropriate methodology, given the slow progress that has been made in addressing gender equality at work. Seventeen men and women working in the finance division of a large organisation were invited to participate in an appreciative inquiry workshop. This was followed by interviews with four leadership team members. While no original ideas or solutions emerged from the interventions, participants of the appreciative inquiry process demonstrated a shift in thinking, more positive emotional responses, a shared vision for the future and improved willingness to assume accountability for change.

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