Successful school leadership for social justice in Spain

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cristina Moral Santaella

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.

2014 ◽  
Vol 28 (7) ◽  
pp. 785-797 ◽  
Author(s):  
Lawrie Drysdale ◽  
Jeffrey Bennett ◽  
Elizabeth T. Murakami ◽  
Olof Johansson ◽  
David Gurr

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.


Author(s):  
Loke Heng Wang ◽  
David Gurr ◽  
Lawrie Drysdale

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.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Petros Pashiardis ◽  
Antonios Kafa

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.


2018 ◽  
Vol 56 (1) ◽  
pp. 50-68 ◽  
Author(s):  
Elson Szeto ◽  
Annie Yan Ni Cheng

Purpose Empirical research on leadership for social justice is in progress in many parts of the world. The purpose of this paper is to explore principals’ school-leadership journeys in response to social-justice issues caused by specific contextual changes at times of uncertainty. It seeks to answer the following key questions: What social-justice issues do principals identify as arising from their schools’ transformation due to contextual changes? How do principals practise leadership for social justice in response to these contextual changes at different levels? Design/methodology/approach This paper is based on qualitative data from a cross-case study of two principals’ school-leadership journeys. The authors pay particular attention to the understanding of leadership for social justice grounded in principals’ efforts to foster equality in learning development for a diverse student population. Findings Timely adverse conditions may be required to foster leadership for social justice in schools. The principals reacted to contextual changes at several levels, planning and implementing innovative and flexible interventions to ensure equality in students’ learning development. These findings contribute to international accounts of educational leadership. Research limitations/implications This study of leadership for social justice in schools is contextually specific. Therefore, more empirical comparisons of school leadership are required in future studies, as principals’ practices vary between education settings. Originality/value This paper offers insights into the evolution of leadership for social justice in schools in response to contextual changes. Principals’ leadership strategies can be reoriented and their actions reshaped to overcome threats to social justice in schools. Accordingly, although leadership for social justice in school communities is culturally and pedagogically inclusive, it is also socially distinctive.


2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David Gurr ◽  
Lawrie Drysdale ◽  
Helen Goode

PurposeThrough description and consideration of 12 models developed as part of the International Successful School Principalship Project (ISSPP), a new model of successful school leadership is developed.Design/methodology/approachThe paper is necessarily descriptive in nature. For the first time, 12 ISSPP models are described together, and these descriptions are then used inductively to create a new successful school leadership model.FindingsThe open systems approach adopted depicts schools as a continuous cycle of input-transformation-output with feedback loops that inform each stage of the cycle. The inputs are the variables that lead to transformation. The transformation stage is the actions or processes that individuals, groups and organisations engage in because of the inputs, and these lead to a range of student and school outcomes. Feedback loops connect the stages, and the whole model is open to the influence of five contextual forces: economic, political, socio-cultural, technological and system, institutional and educational.Originality/valueModels are an important way to make sense of complex phenomena. A new model of successful school leadership, with an open systems approach, provides a different frame to consider the findings of the ISSPP and potentially allows the ISSPP research to inform practice and connect with other school leadership views in new ways.


2017 ◽  
Vol 31 (5) ◽  
pp. 679-690 ◽  
Author(s):  
Jeffrey S. Brooks ◽  
Anthony H. Normore ◽  
Jane Wilkinson

Purpose The purpose of this paper is to explore theoretical connections between educational leadership for social justice and support for immigration. The authors seek to identify strengths, weaknesses and opportunities for further study and improved practice. Design/methodology/approach This is a theoretical research paper that introduces, evaluates and expands two frameworks for understanding leadership and immigration. Findings Findings suggested that there is a need for educational leadership scholars to more purposefully investigate issues related to social justice and immigration. Originality/value This study offers a novel theoretical perspective on leadership, social justice and immigration.


2014 ◽  
Vol 52 (4) ◽  
pp. 422-445 ◽  
Author(s):  
Hans W. Klar ◽  
Curtis A. Brewer

Purpose – In this paper, the authors present a case study of successful school leadership at County Line Middle School. The purpose of the paper is to identify how particular leadership practices and beliefs were adapted to increase student achievement in this rural, high-poverty school in the southeastern USA. Design/methodology/approach – After purposefully selecting this school, the authors adapted interview protocols, questionnaires, and analysis frameworks from the International Successful School Principalship Project to develop a multi-perspective case study of principal leadership practices at the school. Findings – The findings illustrate the practices which led to students at this school, previously the lowest-performing in the district, achieving significantly higher on state standardized tests, getting along “like a family,” and regularly participating in service learning activities and charity events. A particularly interesting finding was how the principal confronted the school's negative self-image and adapted common leadership practices to implement a school-wide reform that suited its unique context. Research limitations/implications – While the findings of the study explicate the specific ways the principal adapted leadership strategies to enhance student learning, this study also highlights the need to understand how principals become familiar with their community's needs, cultures, norms, and values, and exercise leadership in accordance with them. Practical implications – The case offers an example of the need for context-responsive leadership in schools. In particular, it illustrates how this principal enacted leadership strategies that successfully negotiated what Woods (2006) referred to as the changing politics of the rural. To realize this success, the principal utilized his understanding of this low income, rural community to guide his leadership practices. Critically, part of this understanding included the ways the community was connected to and isolated from dominant sub-urban and urban societies, and how to build enthusiasm and capacity through appeals to local values. Originality/value – While it is widely acknowledged that school leaders need to consider their school and community contexts when making leadership decisions, less research has focussed on understanding how this can be achieved. This case provides rich examples of how this was accomplished in a rural, high-poverty middle school.


2017 ◽  
Vol 55 (3) ◽  
pp. 316-333 ◽  
Author(s):  
Patricia Silva ◽  
Charles L. Slater ◽  
Gema Lopez Gorosave ◽  
Victoria Cerdas ◽  
Nancy Torres ◽  
...  

Purpose The purpose of this paper is to examine the role of school leaders to provide social justice in three contexts: Costa Rica, Mexico, and Spain. Design/methodology/approach A qualitative study was conducted under the interpretative tradition characterized by a search for an understanding of the social world from the point of view of a school director from each of the three countries. Interviews were conducted to determine their views on social justice, the actions they took, and the obstacles they confronted. Findings The directors conceived of education as a right and believed in equal educational opportunity, and fair distribution of resources. They used a variety of methods to promote social justice, increase social cohesion, and provide emotional education. Obstacles came from educational authorities who tried to control rather than support their efforts. They were committed to working in schools with marginalized populations, but their efforts had taken a toll on their personal and professional lives. Research limitations/implications The research looked at just three principals whose experiences were unique to their context. However, the study has the advantage of looking at schools not typically included in educational research. Practical implications The work of these school directors underscores the need for preparation in skills, knowledge, and values to work for social justice. Originality/value The value of this research is to illuminate the narratives of school leaders. Working across borders can provide insights about the possibilities of change and strength to persevere.


2020 ◽  
Vol 54 (11) ◽  
pp. 2697-2721 ◽  
Author(s):  
Martina Hutton ◽  
Teresa Heath

Purpose This paper aims to provoke a conversation in marketing scholarship about the overlooked political nature of doing research, particularly for those who research issues of social (in)justice. It suggests a paradigmatic shift in how researchers might view and operationalise social justice work in marketing. Emancipatory praxis framework offers scholars an alternative way to think about the methodology, design and politics of researching issues of social relevance. Design/methodology/approach This is a conceptual paper drawing on critical theory to argue for a new methodological shift towards emancipatory praxis. Findings As social justice research involves a dialectical relationship between crises and critique, the concept of emancipation acts as a methodological catalyst for furthering debate about social (in)justice in marketing. This paper identifies a set of methodological troubles and challenges that may disrupt the boundaries of knowledge-making. A set of methodological responses to these issues illustrating how emancipatory research facilitates social action is outlined. Research limitations/implications Emancipatory praxis offers marketing scholars an alternative methodological direction in the hope that more impactful and useful ways of knowing can emerge. Practical implications The paper is intended to change the ways that researchers work in practical and concrete terms on issues of social (in)justice. Social implications Although this paper is theoretical, it argues for an alternative methodological approach to research that reorients researchers towards a politicised praxis with emancipatory relevancy. Originality/value Emancipatory praxis offers a new openly politicised methodological alternative for addressing problems of social relevance in marketing. As a continuous political and emancipatory task for researchers, social justice research involves empirical encounters with politics, advocacy and democratic participation, where equality is the methodological starting point for research design and decisions as much as it is the end goal.


Author(s):  
Teresa Cunha Ferreira

Purpose In the present-day context of a sharp decrease in economic and ecological resources, planned conservation and community empowerment are key strategies for sustainable heritage management, because of their cost effectiveness, increased preservation of authenticity and socially development. However, there are still very few practical implementations, so the purpose of this paper is to present applied research to real case studies, as well as to demonstrate that preventive-planned conservation is increasingly successful when linked with the empowerment of local communities and users. Design/methodology/approach This paper proposes a methodology that focuses on two complementary aspects: planned conservation (material component) – undertaken directly on buildings, through inspection, monitoring, maintenance and repair activities; community empowerment (intangible component) – afforded indirectly to users, through participatory strategies and training in prevention, maintenance and use. Findings Based on an estimation of costs, this paper suggests that preventive-planned conservation strategies (pre-damage) can be one-third cheaper than the reactive and interventionist approach (post-damage). Moreover, this study also develops innovative ICT tools for the planned conservation of the built heritage, namely a specifically designed computer software/App (“MPlan”) that can be used to compile maintenance plans. Originality/value The case studies are among the first applications of preventive-planned conservation strategies to the built heritage in Portugal. Different types of case studies are provided to better illustrate the methodological approach adopted and the results obtained. Special attention is given to the Romanesque Route, a cultural itinerary with 58 monuments (monasteries, churches, bridges, towers and a castle). illustrated manuals contribute to the empowerment of local communities and users.


Sign in / Sign up

Export Citation Format

Share Document