School Culture and Educational Leadership

2020 ◽  
Author(s):  
Paula kwan ◽  
Yi-Lee Wong
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Leadership Practices ◽  
School Principal ◽  
Mediating Effect ◽  
School Structure ◽  
Student Culture ◽  
And Performance ◽  
School Leadership Practices ◽  
The Impact

Two commonly researched leadership practices in the education literature—instructional and transformational—can be linked to Schein’s multilevel model on organizational culture. There is a mediating effect of school leadership on the school structure and school culture relationships. The literature related to this subject confirms that the culture of a school, shaped by its principal, affects the competency and capacity of teachers; it also recognizes that school leadership practices affect student academic outcomes. Some studies, however, attempt to understand the impact a school principal can make on its student culture. If school culture is an avenue for understanding the behaviors and performance of school leaders and teachers, then student culture is a platform for understanding the affective and academic performance of students.

scholarly journals Successful Leadership Practice in School

2019 ◽  
Vol 29 ◽  
pp. 119-131
Author(s):  
Kamal Prasad Koirala
Keyword(s):  
Secondary School ◽  
School Leadership ◽  
Leadership Practices ◽  
School Principal ◽  
Leadership Practice ◽  
Depth Interview ◽  
Successful Leadership ◽  
Positive Work Environment ◽  
Successful School ◽  
Positive Work

This paper mainly focuses on successful leadership practices in secondary school. It aims to identify the recent models and theories of successful leadership practice in schools, and explore the experience of school principal regarding successful school leadership in the Nepalese context. A qualitative study was carried out in Gorkha district for the collection of data. A successful head teacher was selected for in-depth interview to explore the perception and experience about successful practice of school leadership. The findings of the study reveal that strong interpersonal skills, people-centered leadership, clear communication of vision and goal, focus on academic achievement, co-curricular activities, transparency, creating a positive work environment, knowledge of pedagogical contents, and cooperation and collaboration with various stakeholders are the vital constituents of successful leadership practices.

The impact of the work-family conflict on employee engagement, performance, and turnover intention

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Neuza Ribeiro ◽  
Daniel Gomes ◽  
Ana Rita Oliveira ◽  
Ana Suzete Dias Semedo
Keyword(s):  
Employee Engagement ◽  
Family Conflict ◽  
Turnover Intention ◽  
Mediating Effect ◽  
Work Family Conflict ◽  
Content Type ◽  
And Performance ◽  
Work Family ◽  
The Impact ◽  
The Relationship

Purpose The incompatibility between the sphere of work and the family is a reality that plagues many workers today. The difficult articulation of these two domains leads to the experience of the phenomenon called work–family conflict (WFC). This paper aims to assess the impact that WFC may have on employee engagement and performance, as well as on their turnover intention. It is also intended to test the mediating effect of engagement on the relationship between WFC and performance, and between WFC and the turnover intention. Design/methodology/approach One hundred and sixty-seven employees from various Portuguese organizations were surveyed. Respondents reported their perceptions of own WFC, engagement, performance and turnover intention. Findings The results revealed that employees who feel a higher WFC have lower levels of engagement and greater intention to leave the organization. The WFC showed no relation to performance. Engagement takes on the mediating role in the relationship between WFC and the turnover intention. Practical implications The relevance of this study is related to the implications that it may bring to companies in the context of implementing work–family balance strategies to reduce the referred conflict. Originality/value This study contributes to WFC literature by attempting to integrate in the same model four concepts in a single study to provide a model that depicts the chain of effects between WFC, engagement, individual performance and turnover intention, which has never been done in the Portuguese context.

scholarly journals Resource-Based View and SMEs Performance Exporting through Foreign Intermediaries: The Mediating Effect of Management Controls

2019 ◽  
Vol 11 (12) ◽  
pp. 3241 ◽  
Author(s):  
Juan Manuel Ramon-Jeronimo ◽  
Raquel Florez-Lopez ◽  
Pedro Araujo-Pinzon
Keyword(s):  
Export Performance ◽  
Management Control ◽  
Mediating Effect ◽  
Relationship Building ◽  
Customer Relationship ◽  
Behavior Control ◽  
Resource Based View ◽  
And Performance ◽  
Building Capability ◽  
The Impact

Following the resource-based view, this research empirically explores the role of formal and informal management control in mobilizing export resources to develop export capabilities, influencing the export performance of small and medium-sized enterprises (SMEs) in an interorganizational relationship context. Empirical data were collected using a survey administrated online to finance managers in Spanish SMEs which use foreign intermediaries to access export markets. In this setting, evidence mainly suggests, first, that management control systems (MCSs) play a relevant mediating role between the effect of, on the one hand, resources on capabilities, and, on the other hand, resources and capabilities on performance. Second, that MCSs and capabilities play a interrelated double mediating effect between the impact of resources on performance; more specifically, a significant double indirect effect is found (1) between financial resources, behavior control, customer relationship building capability and performance, and (2) between physical resources, behavior control, customer relationship building capability and performance.

Learning to Transform Through Interplay Between the Confucian and Western Cultural Heritages: A Case Study of School Leadership Development in Beijing, China

2019 ◽  
Vol 18 (2) ◽  
pp. 163-182 ◽  
Author(s):  
Haijun Kang ◽  
Qi Sun ◽  
Lei Lyu
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
Leadership Practices ◽  
School Leaders ◽  
Development Program ◽  
Local School ◽  
School Leadership Development ◽  
School Leadership Practices ◽  
Beijing China

Taking a case study approach and utilizing Hoggan’s transformative learning (TL) typology and criteria as a framework, we examined the self-reported TL experiences of 12 local school leaders in Beijing, China. These local school leaders gained cross-cultural learning from a school leadership development program that was designed to prepare school leaders for education internationalization. Our data analysis indicated that these 12 local school leaders had experienced significant changes in their educational epistemology, self-identity, and school leadership practices. Further examining these changes at the intersection of the Confucian and Western cultural heritages, we discovered that these school leaders had developed an integrated approach to education, started to consciously reflect on what their social- and self-identities entail, and began the process of transitioning from conservative to appreciative school leadership practices.

Analyzing abusive school leadership practices through the lens of social justice

2019 ◽  
Vol 33 (4) ◽  
pp. 546-555
Author(s):  
Shuti Steph Khumalo
Keyword(s):  
Social Justice ◽  
School Leadership ◽  
School Performance ◽  
Leadership Practices ◽  
Social Institutions ◽  
Teacher Behavior ◽  
Content Type ◽  
Depth Analysis ◽  
Conceptual Paper ◽  
School Leadership Practices

Purpose The present study contributes to the growing body of research on abusive supervision in school settings, particularly by principals. School leadership (principal) behavior has been a topical issue for decades in educational research. This paper attempts to add to scholarly knowledge in the area of school leadership and specifically the effect of abusive school leadership on organizational productivity and organization citizen behavior. Put succinctly, the purpose of this paper is to examine the implications of abusive school leadership on school performance and teacher behavior. Abusive leadership is attributable to behavior that is deviant, antisocial and counter-productive and that which is uncivil. Design/methodology/approach In examining abusive school leadership behavior and its effect on school performance and teacher behavior, this conceptual paper draws heavily from an in-depth analysis of extant scholarship and uses Rawls theory of social justice as a conceptual tool. Social justice theorists believe that social institutions are embedded with immense responsibility of dispensing justice, fairness and equity. Findings Building from these relevant literatures and grounding the argument from the Rawlsian perspective of social justice, it can be argued that abusive school leadership perpetuates unfair and unjust practices toward teachers, which negatively affects performance. Literature reviewed convincingly indicates that abusive tendencies are practiced in school by school leadership. Further, these abusive practices negatively impact on the following: teacher productivity, teacher turnover and, finally, staff members’ well-being and health. The findings confirm that these practices perpetuate social injustice. Schools are social institutions and have to ensure that justice is served on all members of the organization, and, for this reason, Rawls (1971) argues that justice is the first virtue of social institutions. Practical implications The findings of this study have a number of important implications for future practice. It is critical in this study to suggest that in trying to deal with scourge, tougher measures need to be taken by various education departments to ensure that the problem is dealt with effectively. One of the interventions that is suggested is tougher policy positions on matters related to abusive leadership. In education departments that have legislation regarding consequences regarding abusive school leadership practices, tougher action should be taken against leadership which practice abuse. Originality/value School leadership is a highly contested research space and this conceptual paper is of great value because it adds to the already existing insights and understanding in abusive leadership in educational settings. This paper is of great significance because it focuses on the effect of abusive school leadership on teachers’ behavior and school performance.

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