Successful school leadership: case studies of four Singapore primary schools

2016 ◽  
Vol 54 (3) ◽  
Author(s):  
Loke Heng Wang ◽  
David Gurr ◽  
Lawrie Drysdale
Keyword(s):  
School Leadership ◽  
Case Studies ◽  
Primary Schools ◽  
Design Methodology ◽  
Teaching Staff ◽  
Structured Interviews ◽  
School Structures ◽  
Asian Context ◽  
School Principalship ◽  
Successful School

Purpose This paper explores the characteristics and practices of principals in four successful Singapore primary schools. Design/methodology/approach Multiple perspective case studies were used which included semi-structured interviews with the principal, teaching and non-teaching staff, students, parents and school board members in each school. Findings The principals were found to have contributed significantly to the success of their schools. Their leadership was underpinned by their personal qualities, beliefs and values, which guided their practices. The four principals were highly successful in improving school capacity through redesigning school structures, particularly those that facilitate improvement in the work of teachers. They enhanced the professional capacity of the teaching and non-teaching staff through professional development programmes and the development of future leaders. The principals also established meaningful partnerships with stakeholders inside and outside the school community. Each of the principals described how their leadership was built upon the legacy of previous principals at their schools. Originality/value As part of a larger project, the International Successful School Principalship Project (ISSPP), this research adds an important Asian context to the literature on successful school leadership. A 6E model - Educate, Envision, Energize, Engage, Enable and Embrace - was developed to describe how principals led their schools to achieve educational excellence.

Successful school leadership for social justice in Spain

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cristina Moral Santaella
Keyword(s):  
Social Justice ◽  
School Leadership ◽  
Case Studies ◽  
Methodological Approach ◽  
Leadership Identity ◽  
Content Type ◽  
Leadership For Social Justice ◽  
School Principalship ◽  
Successful School ◽  
Successful Principals

PurposeThe purpose of this article is to present the results obtained from the investigations that have been carried out within the International Successful School Principalship Project (ISSPP) project in the Spanish for social justice.Design/methodology/approachTwelve case studies have been carried out within the three lines of research proposed by ISSPP: successful principals, underperforming principals and principal leadership identity. All but one school were in challenging contexts. The methodological approach followed is based on multiple perspective case studies using a mixture of qualitative methods (interviews, focus groups and observations).FindingsResults show that successful principals not only believe in social justice through simple empathy with the concept of social justice, but also use strategies that combine transformational and instructional leadership processes and manage to reverse the bad situation of their disadvantaged schools, seeking excellence from equity. The leadership identity of successful principals is characterized to look to the future with hope, adopting a realistic utopian attitude to interpret their surrounding reality.Originality/valueFrom the case studies carried out, valuable information is obtained, which helps to understand the possibilities of implementing the ISSPP successful school leadership model in heterogeneous and disadvantaged context for equity and social justice.

scholarly journals All for one and one for all? Leadership approaches in complementary schools

2020 ◽  
pp. 174114322097128
Author(s):  
Linet Arthur ◽  
Ana Souza
Keyword(s):  
Instructional Leadership ◽  
School Leadership ◽  
Case Studies ◽  
Questionnaire Survey ◽  
Primary Schools ◽  
Small Primary ◽  
Using Data ◽  
The Uk ◽  
Leadership Approaches

This article explores the nature of leadership in Brazilian complementary schools in the UK. Such schools are typically parent-driven, voluntary and financially vulnerable. Using data from a questionnaire survey ( n=14; more than three-quarters of Brazilian complementary schools) and three in-depth case studies, leadership is examined in relation to five established approaches: directive, instructional, transformational, distributed and collaborative. The study found that the size of the school and the personality of the leader appeared to influence the type of leadership adopted. In terms of effectiveness, a combination of instructional leadership with an approach that motivated staff and volunteers (whether directive, collaborative or transformational, depending on the school’s circumstances) seemed most appropriate to the context of complementary schools. The research illustrates the complexity of school leadership and the overlap between different models. Leadership flexibility was important in responding to the needs of staff, students and parents. The findings are transferable to mainstream schools with contexts similar to those of complementary schools, particularly small primary schools and free schools.

Stonemasonry skills development: two case studies of historic buildings in Scotland

2016 ◽  
Vol 34 (3) ◽  
pp. 218-241 ◽  
Author(s):  
Scott McGibbon ◽  
Mohamed Abdel-Wahab
Keyword(s):  
Case Studies ◽  
Design Methodology ◽  
Skills Development ◽  
Historic Buildings ◽  
Structural Elements ◽  
Structured Interviews ◽  
Building Stock ◽  
Content Type ◽  
Built Heritage ◽  
Industry Experience

Purpose – Scotland’s built heritage (pre-1919 building stock) is exhibiting varying levels of disrepair, in particular for stonemasonry works, despite the government’s on-going efforts for promoting higher standards of repair and maintenance (R & M) of historic buildings. The purpose of this paper is to examine the problems associated with the R & M of historic buildings. Design/methodology/approach – Two case studies (Projects A and B) exhibiting critical disrepair are reported. Site surveying was carried-out on both projects, to identify site features and R & M problems along with proposed solutions drawing on the lead author’s extensive industry experience as a stonemasonry consultant. Three semi-structured interviews were conducted with professionals involved in each project to elicit views on the challenges faced. Additionally, three industry experts were interviewed to provide a wider perspective of the R & M challenges facing historic buildings. Findings – Neglect and poor practice resulted in both projects becoming more challenging and expensive than they needed to be, which was attributed to generic and advanced skills 6deficiencies of the workforce. There is an urgent need for a multi-disciplinary approach to the development of a method statement for R & M, drawing on the expertise of professionals and contractors, particularly when specifying repairs to structural elements. Originality/value – This paper has provided original and valuable information on R & M problems, highlighting the importance of continued investment in skills development for historic building R & M to enhance existing current training provision and practice. There is a need for further similar project-based data to inform skills development strategies for the R & M of historic buildings as well as enhancing existing qualification frameworks.

Value conflicts in co-production: governing public values in multi-actor settings

2018 ◽  
Vol 31 (7) ◽  
pp. 775-793 ◽  
Author(s):  
Nils Aschhoff ◽  
Rick Vogel
Keyword(s):  
Case Studies ◽  
Design Methodology ◽  
Third Parties ◽  
Comprehensive Understanding ◽  
Structured Interviews ◽  
Public Values ◽  
Value Conflicts ◽  
Public Value ◽  
Content Type ◽  
Public Managers

Purpose Co-production with citizens brings about the challenge to orchestrate public values which might be in conflict with each other. However, little is known about what types of value tensions occur in co-production and how actors cope with them. The purpose of this paper is to address this gap. Design/methodology/approach The paper is based on three case studies of co-production in Germany. In total, 24 semi-structured interviews with public managers, citizens, and third parties were conducted. Findings The analysis identified three major public value tensions occurring in co-production: the inclusiveness-accountability-tension, the flexibility-accountability-tension, and the productivity-diversity-tension. Furthermore, six strategies of coping with these tensions are examined. Research limitations/implications As the paper is based on case studies, further research is required to explore possible other public value tensions emerging from different manifestations of co-production. Originality/value This paper bridges the fields of public values and co-production. By including perceptions of all actor groups, a more comprehensive understanding of public values in co-production and how they are in conflict is provided. A novel coping strategy is revealed, which has previously not been mentioned in the literature.

Heroic leadership in Australia, Sweden, and the United States

2014 ◽  
Vol 28 (7) ◽  
pp. 785-797 ◽  
Author(s):  
Lawrie Drysdale ◽  
Jeffrey Bennett ◽  
Elizabeth T. Murakami ◽  
Olof Johansson ◽  
David Gurr
Keyword(s):  
Academic Success ◽  
School Leadership ◽  
School Success ◽  
School Principals ◽  
The United States ◽  
Content Type ◽  
School Communities ◽  
The Usa ◽  
School Principalship ◽  
Successful School

Purpose – The purpose of this paper is to draw from data collected as part of the International Successful School Principalship Project (ISSPP) and present cases of democratic and heroic leadership from three countries, discussing to what extent successful school principals in each of their research sites (Melbourne, Australia; Umeå, Sweden; Arizona and Texas in the USA) carry old and new perspectives of heroism in their leadership. In particular the paper explores two questions: first, how do school principals describe aspects of heroic and post-heroic leadership in their practices? and second, how do these heroic and post-heroic leadership practices meet contemporary demands such as accountability standards and build inclusive and collaborative school communities in challenging contexts? Design/methodology/approach – Multiple-perspective case studies involving semi-structured individual and group interviews with principals, teachers, students, parents and school board members were used to understand the contribution of principals and other leadership to school success. Findings – The definitions of heroic and post-heroic leadership are inadequate in defining successful principal leadership. The Australian, Swedish and American principals showed characteristics of both heroic and post-heroic leadership. They showed heroic qualities such as: inspiring and motivating others; challenging the status quo; showing integrity in conflicting situations; putting duty before self; taking risks to champion a better way; showing courage to stand up to those in authority; advocating for students in struggling neighbourhoods under the scrutiny of both district and public expectations; and, showing uncommon commitment. Yet our principals showed post-heroic leadership such as involving others in decision making and recognising that school success depended on collective effort, and being sensitive to community needs through a deep respect for the local culture. Originality/value – The research shows that we may need to redefine and recast our images of who school principals are today, and what they do to generate academic success for students. Both heroic and post-heroic images of leadership are needed to explain successful school leadership.

scholarly journals Outstanding leadership in primary education: Perceptions of school leaders in English primary schools

2019 ◽  
Vol 34 (2) ◽  
pp. 61-68 ◽  
Author(s):  
Jaswinder K Dhillon ◽  
Colin Howard ◽  
Jayne Holt
Keyword(s):  
School Leadership ◽  
Primary Education ◽  
Primary Schools ◽  
Q Methodology ◽  
Leadership Theories ◽  
Head Teachers ◽  
High Quality Education ◽  
Outstanding Leadership ◽  
Successful School ◽  
Q Sort

The nature of leadership and management in a school are key to achieving high-quality education for all pupils. Leadership theories and empirical research have sought to identify characteristics of leaders, aspects of the context in which they work and their relationships with others to identify features of successful school leadership. This article reports on findings from a study into outstanding leadership in primary education using Q-methodology. The perceptions of head teachers, deputy head teachers, governors and academics with personal experience of leadership in English primary schools were gathered using Q-sort and analysed with PQ software. Overall, the analysis identified very strong agreement over six statements from a Q-set of 23 statements of outstanding leadership. There were subtle differences between urban and rural school settings.

A dual and discontinuous professional identity: school principals in Spain

2019 ◽  
Vol 33 (5) ◽  
pp. 806-827 ◽  
Author(s):  
Maximiliano Jose Ritacco ◽  
Antonio Bolivar
Keyword(s):  
Professional Identity ◽  
Leadership Practices ◽  
School Principals ◽  
Teaching Staff ◽  
Narrative Approach ◽  
Content Type ◽  
Successful Leadership ◽  
School Principalship ◽  
Successful School ◽  
The Impact

Purpose The purpose of this paper is to propose an emerging approach in research on school leadership, within the framework of the “International Successful School Principalship Project (ISSPP)”, where one of the three key research strands is “Principals’ identities”. Design/methodology/approach The paper responds, from a biographical-narrative approach, to knowledge about the impact of the Spanish model of school management on the professional identity of school principals. It analyses the biographical interviews of 15 school principals, through a process of structuring and categorizing the data collected, applying content analysis. Findings The dimensions of the principals’ identities emerge in different categories: personal identity, professional identity (internal perspective), professional identity (external perspective), social identity, professionalization and dual identity. Research limitations/implications The authors studied identities in a project entitled “Successful school principals”, understanding that successful leadership practices largely depend on headteachers’ identities. That is, when the identities are weak and unstable, with a poor identification with the managerial tasks and functions, and not recognised by the teaching staff, the school will probably be unsuccessful. On the contrary, when there are headteachers with a strong professional identity, the authors want to show that there is a positive impact on improvement of results. In the future, in the development of the research project, the authors aim to verify the relationship between headteachers’ identities and educational improvement. Practical implications The knowledge gained in our study would enable us to reimagine lines in order to increase the professionalization and identities of headteachers, redesigning work contexts in ways which can strengthen fragile and unstable identities. Finally, the implications of the study in relation to future research can be summarised by the following ideas. Social implications Understanding the world of the lives (lebenswelt) of Spanish headteachers means adopting a hermeneutic approach, observing the self-interpretation comments expressed by the subjects, where the temporal and biographical dimensions occupy a key role. The authors understand professional identity as a socially constructed and personally created experience with its own meanings, feelings and intentions. Therefore, it is logical to use, for data collection, individual interviews which explore the school context and the impact which it has on those subjects who are part of the professional environment. In addition, the authors have the intention of following up the study of identities. Originality/value It formulates, first, the theoretical framework for the professional identity from a narrative approach, linked – at the same time – to the practice of leadership, as an interactive relationship with the other members of the school. Successful leadership practices depend to a large degree on strong principals’ identities. Finally, the results are discussed, and future lines are proposed to articulate and strengthen the identity of school principals in Spain.

Annual hours, workplace partnership and mutual gains: exploring the links

2016 ◽  
Vol 38 (2) ◽  
pp. 248-266 ◽  
Author(s):  
Lorraine Ryan ◽  
Joseph Wallace
Keyword(s):  
Collective Bargaining ◽  
Case Studies ◽  
Trade Union ◽  
Trade Unions ◽  
Design Methodology ◽  
Structured Interviews ◽  
Content Type ◽  
Secondary Material ◽  
The Creation

Purpose – The purpose of this paper is to explore the capacity of annual hours (AH) to deliver gains to both workers and management and assesses the role of workplace partnership in three Irish companies that have adopted AH. Design/methodology/approach – Three case studies are compared and contrasted. The case studies were compiled through semi-structured interviews with management and trade union representatives, a survey of 205 workers and secondary material. Findings – The authors find that workplace partnership is not a prerequisite for achieving mutual gains where AH are concerned. The research draws attention to the importance of a mechanism for the creation of gains, in these cases, AH and that such gains can arise from different processes. Mutual gains output is not confined to workplace partnership but can arise from collective bargaining. Originality/value – The paper highlights the importance of comparing case studies so that the role of factors often seen as causal to mutual gains in exemplar cases can be critically evaluated. It also utilises directly workers’ opinions on AH and workplace partnership where typically, representative views of management and trade unions dominate the literature on these issues.

Challenges in distributed leadership: evidence from the perspective of headteachers

2016 ◽  
Vol 30 (6) ◽  
pp. 848-863 ◽  
Author(s):  
Lokman Mohd Tahir ◽  
Sui Liang Lee ◽  
Mohammed Borhandden Musah ◽  
Hadijah Jaffri ◽  
Mohd Nihra Haruzuan Mohamad Said ◽  
...  
Keyword(s):  
School Leadership ◽  
Distributed Leadership ◽  
Primary Schools ◽  
Empirical Studies ◽  
Middle Layer ◽  
Leadership Roles ◽  
Structured Interviews ◽  
Content Type ◽  
Roles And Responsibilities

Purpose – The purpose of this paper is to investigate the issues and challenges faced by headteachers in practicing the suggested distributed leadership (DL) approach in three primary schools to their middle layer leaders. Design/methodology/approach – The study employed a case study design and data were collected through semi-structured interviews. A total of three headteachers were interviewed in examining and exploring challenges within the DL practices. The transcripts from the semi-structured interviews formed the basis of the findings. Findings – The findings suggest that senior teachers lack confidence in making decisions and rely on the consent from headteachers even though they are empowered to make their own decisions. Another significant issue faced by headteachers when distributing their leadership is the ability, expertise, experience, and willingness of teachers to hold leadership roles and responsibilities. Originality/value – The results are important since there have been few empirical studies on the issues and challenges faced by headteachers in practising DL approach in primary schools in the context of Malaysia. This initiative sidelines the traditional school leadership approach which emphasises on the accountability of headteachers as the sole school leader.

Successful school principals in primary and secondary education: a comprehensive review of a ten-year research project in Cyprus

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Petros Pashiardis ◽  
Antonios Kafa
Keyword(s):  
Secondary Education ◽  
Case Studies ◽  
School Principals ◽  
Social Contexts ◽  
Research Project ◽  
Content Type ◽  
Primary And Secondary Education ◽  
The Cross ◽  
School Principalship ◽  
Successful School

PurposeThe purpose of this paper is to explore successful school principalship in Cyprus based on a ten-year research project, and in particular, by analysing leadership knowledge based on concrete actions of successful school principals derived from multiple case studies from the primary and secondary education sectors in Cyprus.Design/methodology/approachThe initial type of evidence was original qualitative empirical research undertaken through the examination of 11 case studies of successful primary and secondary school principals across Cyprus. Following, for the purposes of this paper a cross-case reanalysis was performed in order to extract successful actions from the participating school principals.FindingsBased on the emerging actions from the cross-case analysis, findings indicate that successful school principals, both in primary and secondary education, develop external relations, as well as networking with all relevant actors; create a collaborative and shared ownership feeling among their members and within their school organization; and finally promote a clear vision, based on a specific number of values.Originality/valueThis overall effort led us to the articulation of certain successful actions, which could be related and compared to the results in other successful school principalship contexts. Furthermore, it could contribute to the cross-country comparative knowledge body on successful school principalship, with different educational policies and different social contexts.

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