What Makes a Good School Leadership Program? A Qualitative Study of the Lookstein Center Educational Leadership Advancement Initiative (ELAI)

2017 ◽  
Vol 83 (2) ◽  
pp. 109-132
Author(s):  
Alissa Beth Burstein ◽  
Eli Kohn
Keyword(s):  
Educational Leadership ◽  
Qualitative Study ◽  
School Leadership ◽  
Leadership Program ◽  
Good School

The Instructional Goals of the School Leadership Program: Future School Leaders’ and Educational Leadership Professors’ Perspectives1

1999 ◽  
Vol 9 (1) ◽  
pp. 79-91
Author(s):  
Jianping Shen ◽  
Chia-Lin Hsieh
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
School Leaders ◽  
National Sample ◽  
Leadership Program ◽  
Instructional Goals ◽  
Future School

Through analyzing data from 147 professors of educational leadership and 457 future school leaders in a national sample, the study (a) inquired into the di mensionality of the instructional goals of the school leadership program and (b) com pared the importance of these instructional goals as perceived by the two groups. It was found that the respondents perceived there were multidimensions to the instruc tional goals of the school leadership program and that there was more similarity than difference between the two groups. Implications of the findings were discussed in terms of developing and improving the school leadership program.

The Role of the Educational Leadership Program Coordinator (PC) in University–K-12 School District Partnership Development

2018 ◽  
Vol 15 (4) ◽  
pp. 241-260
Author(s):  
Lisa B. Coleman ◽  
Ellen Reames
Keyword(s):  
Educational Leadership ◽  
School District ◽  
Leadership Program ◽  
Preparation Programs ◽  
Program Coordinator ◽  
Partnership Development ◽  
Partnership Model ◽  
Educational Leadership Program ◽  
Educational Leadership Preparation Programs ◽  
K 12

The researchers explored educational leadership program coordinator (PC) roles in developing university–K-12 school district partnerships. Little is known in regards to the PC’s role in educational leadership preparation programs, and there is even less evidence of the PC’s role in K-12 school district partnership development. This burden appears to have fallen in the educational leadership PC’s wheelhouse. Using the Barnett et al.’s partnership model as the framework, the researchers examined the PC’s role. Facilitating and hindering factors of sustainable partnerships were identified and investigated. Study outcomes suggested the PC is the chief collaborator in fostering K-12 school district partnerships.

scholarly journals Effectiveness of The Educational Leadership Program in Developing Professional and Leadership Competencies of Secondary School Principals In Wadi Al-Seer District, Jordan: فاعلية برنامج القيادة التعليمية في تنمية الكفايات المهنية والقيادية لدى مديري المدارس الحكومية في لواء وادي السير في الأردن

2020 ◽  
Vol 4 (16) ◽  
Author(s):  
Seetah Ali Al-Harby
Keyword(s):  
Educational Leadership ◽  
Secondary School ◽  
School Principals ◽  
Secondary School Principals ◽  
Leadership Competencies ◽  
Years Of Experience ◽  
Process Data ◽  
Leadership Program ◽  
Female Principals ◽  
Educational Leadership Program

The aim of study to revel the Effectiveness of The Educational Leadership Program in Developing Professional and Leadership Competencies of Secondary School Principals in Wadi Al-Seer District, Jordan. The study based on the description approach which based on the descriptive method researcher used a questionnaire which consist of (51) items to analyze and process data divided into four areas. The total degree of Education Leadership Program of areas directorate principals was high. study population was composed of all principals (68) which account for all the principals of secondary schools of The In Wadi Al-Seer District study sample consist of(20) male principals and(40) female principals .This sample was chosen randomly. The result showed that the level of Effectiveness was high and The finding also showed there are no statistically significant differences between the level of principals sex (male and female) in addition there were statistically significant differences between principals of (less than 5 years) of experience and these with (10 and more) years of experience in favor of the second group and statistically significant differences between teachers of (10+) years of experience and these with (10 and more) years of experience in favor of the second group. In light of these findings the researcher suggested a set of recommendations including the necessity of considerate the years of experience of principals during evaluation and take advantage of the educational leadership program to select principals to the scale of educational leadership effectiveness.

“Getting Bruised, Hurting, and Dirty” in School Leadership

2019 ◽  
pp. 18-42
Author(s):  
Peter P. Grimmett
Keyword(s):  
Educational Leadership ◽  
Public Good ◽  
School Leadership ◽  
School Administration ◽  
School Leaders ◽  
The Public ◽  
Cultural Approach ◽  
Recruiting Teachers ◽  
Practice Of Teaching

Two themes, 1) administrative managerialism and 2) human kinship, are used to theorize an effective approach to educational leadership. The first arises from difficulty in Canada recruiting teachers into school administration. The second emphasizes human kinship, where we speak out of our materiality as an earthling. These themes suggest a leadership profile grounded in valuable experience gained in the practice of teaching. The intent of this chapter is to theorize an approach to leadership that emphasizes a sense of calling toward the public good, where school leaders can engage in the action that nurtures a culture encouraging teachers to be responsibly accountable and students to engage in assiduous study. “Careerists” rarely take time to understand the complexities of a symbolic/cultural approach and the author's claim is that we need to select leaders who understand how to infuse the work of teaching with value, meaning, passion, and purpose.

What 21st Century Students Want

2016 ◽  
pp. 1877-1891
Author(s):  
Lesley F. Leach ◽  
Pam Winn ◽  
Susan Erwin ◽  
Liza P. Benedict
Keyword(s):  
Educational Leadership ◽  
The United States ◽  
Leadership Programs ◽  
Delivery Methods ◽  
Leadership Program ◽  
Doctoral Level ◽  
Educational Leadership Programs ◽  
For Profit ◽  
Educational Leadership Program ◽  
Course Delivery Methods

Enrollment numbers in graduate Educational Leadership programs are dwindling in many public higher education institutions across the United States. At the same time, for-profit institutions and institutions with private marketing partnerships have experienced increasingly greater enrollments. In this article, the authors present survey results of graduate students in Educational Leadership programs (N=100) to determine the factors that motivate students to select a particular graduate Educational Leadership program. Results suggest that Master's and doctoral-level students primarily select an Educational Leadership program based on the course delivery methods (with hybrid courses most preferred) and the convenience that the program offers in terms of scheduling and location.

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.

Using Narrative Inquiry to Explore “Wicked Problems” in Educational Leadership in the Anthropocene

2019 ◽  
pp. 144-167
Author(s):  
Nandakumar Mayakestan ◽  
Gopinathan Sarvanathan
Keyword(s):  
Educational Leadership ◽  
Narrative Inquiry ◽  
School Leadership ◽  
Wicked Problems ◽  
Human Condition ◽  
Validity And Reliability ◽  
Leadership Practice ◽  
Critical Issues ◽  
Viable Approach ◽  
Leadership Research

A highly contested issue in educational leadership research is the place of narrative inquiry to study school leadership practice. While the study of narratives has had long epistemological roots in the works of Dewey, Bruner, Clandinin, and Connelly, its potential for revealing the human condition and providing deeper insights into critical issues like power, inequity, social justice, and oppression is often underestimated. Moreover, the method has also drawn much debate for its limitations ranging from its highly reflexive nature to issues of validity and reliability of “storied” experiences. This chapter outlines some arguments for the use of narrative inquiry and suggests a nuanced and expanded understanding of the method as a viable approach to study “wicked” problems in the age of Anthropocene. The chapter also aims to inspire further discussions of how narrative inquiry could be further re-conceptualized to study educational leadership in the anthropogenic era.

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