Authentic leadership as a mediator between professional identity, ethical climate, citizenship behavior and political behavior

PurposeThe purpose of this paper is to explore the mediating effect authentic leadership (AL) has on professional identity (PI), ethical climate (EC) and organizational citizenship behaviors (OCB) and political behavior (PB) among elementary school principals in Israel.Design/methodology/approachFour hundred and ten elementary principals from various Israeli districts participated in the study. The research is based on principals' self-report questionnaires. The analysis focused on SEM using AMOS software.FindingsResults indicated that AL fully mediates the relationships between PI and OCB and PB while partially mediates the relationships between EC and OCB and PB.Research limitations/implicationsThis study could contribute to the design of an integrative model not previously researched, while exploring relationships between behaviors perceived as mutually opposite. This study suggested that to increase OCB and decrease PB, authentic leadership among elementary school principals should be enhanced by educational leaders.Originality/valueThe new model is likely to help school principals to deal with political behaviors while fostering citizenship behaviors during their work. Educational leaders may design professional training for principals in order to encourage the development of the positive aspects of OCB and PB.

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Elementary school principals and informal learning: leveraging networks

Journal of Workplace Learning ◽

10.1108/jwl-03-2020-0042 ◽

2020 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Josh J. Ringling ◽

Karen L. Sanzo ◽

Jay Paredes Scribner

Keyword(s):

Elementary School ◽

Educational Leadership ◽

Informal Learning ◽

Elementary School Principals ◽

School Principals ◽

Individual Case ◽

Case Study Methodology ◽

Content Type ◽

Leadership Research ◽

Cross Case Analysis

Purpose The purpose of this paper is to understand how and in what ways networking served as a vehicle to informal learning among elementary school principals. Design/methodology/approach The authors used a multiple case study methodology across a ten-week period, studying six principals and conducting over 50 interviews. Six individual case studies were conducted, followed by a cross-case analysis. Findings This study found that a principal’s informal learning opportunities are just as important as formal ones, and often occur more frequently. Principals rely daily on a small network of other principals to informally learn about pressing challenges and situations in their schools. Informal learning allows principals to continually develop and refine their practices without the confines of formally set dates and times. Informal learning happens organically and is needs driven based on what knowledge a principal requires at a given point in time. Originality/value Although formal learning has been a focus in educational leadership research for the past 15 years, almost nothing is known about how principals informally learning. This study adds to the very limited body of research in the educational leadership field.

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Principals’ instructional leadership under statewide teacher evaluation reform

International Journal of Educational Management ◽

10.1108/ijem-06-2017-0151 ◽

2019 ◽

Vol 33 (4) ◽

pp. 629-643

Author(s):

Chad R. Lochmiller ◽

John L. Mancinelli

Keyword(s):

Elementary School ◽

Teacher Evaluation ◽

Instructional Leadership ◽

Elementary School Principals ◽

School Principals ◽

New Teacher ◽

Evaluation Policy ◽

Content Type ◽

Teacher Evaluation Policy ◽

New Teacher Evaluation

Purpose The purpose of this paper is to describe how elementary school principals adjust their leadership practice in response to Washington’s new teacher evaluation policy. Design/methodology/approach The authors conducted a modified content analysis of open-ended survey responses collected from elementary school principals in Washington State. In all, the survey included responses from 354 elementary school principals representing 25.0 percent of the state’s elementary school principal population. ATLAS.ti supported data analysis and assisted in the derivation of three key findings. Findings Elementary school principals changed their instructional leadership practice in response to the new teacher evaluation policy in three significant ways. First, principals adjusted their approach to classroom observation to complete more intentional, in-depth observational activities. Second, principals redistributed non-instructional responsibilities to clerical staff members to allow themselves and other administrators more time for classroom observation. Third, principals adopted a learning stance to the new policy and thus sought external support, especially coaching, to assist them with the implementation of new evaluation practices. Research limitations/implications The study faced three limitations. First, the sample of respondents included in this study cannot be generalized to the state as participants were not randomly selected. Second, the survey did not utilize a longitudinal design, and thus its findings only relate to the first year of the policy’s implementation. Third, the study does not include school-based evidence to triangulate principals’ survey responses. Originality/value The study contributes to the instructional leadership literature. Specifically, the study offers further insights into the adjustments principals make in their leadership to accommodate expectations found in new teacher evaluation policy.

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Principals’ leadership styles: the role of emotional intelligence and achievement motivation

International Journal of Educational Management ◽

10.1108/ijem-04-2018-0127 ◽

2019 ◽

Vol 33 (5) ◽

pp. 1094-1105 ◽

Cited By ~ 1

Author(s):

Hillman Wirawan ◽

Muhammad Tamar ◽

Elvita Bellani

Keyword(s):

Elementary School ◽

Emotional Intelligence ◽

Leadership Styles ◽

Elementary School Principals ◽

Achievement Motivation ◽

Leadership Style ◽

School Principals ◽

Content Type ◽

Relationship Orientation ◽

Task Oriented

Purpose The purpose of this paper is to investigate the effect of emotional intelligence (EI) and achievement motivation (AM) on elementary school principals’ leadership styles. This study investigates the contribution of EI and AM on the two major leadership categories: the task-oriented and relationship-oriented leadership. Design/methodology/approach This paper is a quantitative study with the implementation of correlation and hierarchical regression analysis. The surveys (i.e. EI scale, AM scale, leadership style questionnaire) were sent randomly to 280 elementary school principals in South Sulawesi, Indonesia, and 90 of them completed the survey (mostly male=77.78 percent). Findings Principals’ EI significantly predicted both task-oriented and relationship-oriented leadership. In contrast, the principals’ AM yielded non-significant results in predicting both task-oriented and relationship-oriented leadership style. The results also suggested that the effect of EI on two major leadership styles (i.e. task- and relationship-orientation) outperformed the leader’s AM. Research limitations/implications This study did not consider the principals’ performance in the analysis. Future studies should also address this issue by considering leadership performance as well as different culture and context. On the other hand, the authors developed new measures rather than using preexisting measures. Although the measures have been constructed according to the scale construction principles and reached an acceptable standard, future research should advance the psychometric property of the scales. Originality/value This study discusses the effect of EI and AM on task- and relationship-orientation leadership. In addition, this study has also brought a new insight into understanding leadership styles in collective culture such as Indonesia.

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