Examining US principal perception of multiple leadership styles used to practice shared instructional leadership

2016 ◽  
Vol 54 (2) ◽  
pp. 152-172 ◽  
Author(s):  
Angela Urick
Keyword(s):  
Instructional Leadership ◽  
Leadership Styles ◽  
School Leadership ◽  
School Restructuring ◽  
Effective School ◽  
Content Type ◽  
Principal Perception ◽  
Shared Instructional Leadership ◽  
Building Community ◽  
Nationally Representative

Purpose – Decades of research on different leadership styles shows that effective school leadership is the degree of influence or synergy between teachers and principals around the core business of schools, instruction. While various styles, such as transformational, instructional, shared instructional, point to the similar measures of high organizational quality, the inconsistency in how these styles are defined and relate make it unclear how principals systematically improve schools. The paper aims to discuss these issues. Design/methodology/approach – This study used the 1999-2000 schools and staffing survey, n=8,524 of US principals, since it includes a nationally representative sample of administrators who responded to a comprehensive set of leadership measures around a time of school restructuring reforms. Confirmatory factor analysis was used to identify different styles, and to measure the extent of their relationship. These factors were used to test a theory about why principals practice each of these styles to a different degree based on levels of shared instructional leadership. Findings – Based on the theoretical framework, principals should have a similar high influence over resources, safety and facilities regardless of degree of shared instructional leadership since these tasks address foundational school needs. However, principal and teacher influence over these resources differed across levels of shared instructional leadership more than principal-directed tasks of facilitating a mission, supervising instruction and building community. Originality/value – Differences in the practice of styles by shared instructional leadership did not fit changing, higher ordered needs as theorized instead seemed to vary by a hierarchy of control, the way in which principals shared influence with teachers.

Mapping four leadership styles in Japan: how has the role of the principal been shaped by policies?

2019 ◽  
Vol 58 (2) ◽  
pp. 187-207
Author(s):  
Hirokazu Yokota
Keyword(s):  
Instructional Leadership ◽  
Leadership Styles ◽  
School Leadership ◽  
Distributed Leadership ◽  
Educational Administration ◽  
Policy Documents ◽  
Content Type ◽  
Western View ◽  
Role Of The Principal

Purpose The purpose of this paper is to examine how internationally recognized styles of transactional, instructional, transformational and distributed leadership have emerged in the Japanese education system. Design/methodology/approach National legislation and policy documents in Japan since 1945 were collected by searching for the word “principal” or “head of school.” Then, four types are excluded: those that are unique only to one school type, do not explicitly deal with the role of the principal, are in subordinate laws prescribing contents that essentially overlap with those in superordinate statutes and define procedural roles of the principal. As a result, 17 legal provisions and 35 policy documents remained, each of which was analyzed by using four leadership styles. Findings Despite an increasing focus on instructional, transformational and distributed styles, Japan has not comprehensively articulated attributes and abilities expected of the principal. Additionally, a movement away from instructional leadership in the 2000s contrasts with the recent emphasis on “educational leadership.” Moreover, transformational leadership has centered on the school–family–community collaboration and the expansion of principal autonomy, and distributed leadership has taken the forms of new positions that support the principal, both of which were influenced by the decentralization movement. Research limitations/implications It points to the susceptibility of the role of the principal in Japan and western countries alike to broader structural reforms but with different implications and distinct timing of the advent of leadership styles among them. Additionally, Japan has adopted a modified approach to distributed leadership style, which is somewhat similar to delegation, to make a compromise between the emergent theory and the centrality of the principal in the school hierarchy. Furthermore, instructional leadership seems to be a “late bloomer” in Japan because of its practice-based nature and unsuitability to daily realities of the principal. Originality/value As an arguably unprecedented attempt to apply leadership styles to legislation and policy documents, this study builds a foundation for understanding how school leadership is shaped by education policies. Moreover, while making connections to the western view, it creates a paradigm for future studies of school leadership in Japan and in the field of comparative educational administration.

Gender, school leadership and teachers’ motivations

2019 ◽  
Vol 33 (6) ◽  
pp. 1395-1410
Author(s):  
Asmahan Massry-Herzallah ◽  
Khalid Arar
Keyword(s):  
Leadership Styles ◽  
School Leadership ◽  
Leadership Style ◽  
Education System ◽  
Cultural Dimensions ◽  
Content Type ◽  
Teachers Perceptions ◽  
Teacher Relationships ◽  
And Gender ◽  
Arab Education

Purpose The research investigates perceptions of teachers in the Arab education system in Israel concerning the effect of their principal’s leadership and gender on their motivation. Relying on Hofstede’s cultural dimensions as an analytic tool to understand the Arab school, the purpose of this paper is to answer the following research questions: first, how do the teachers perceive the leadership style and gender of their principal and what influence do these perceptions have on their motivation? Second, what are the influences of the different dimensions of culture described by Hofstede on the teachers’ motivation? Design/methodology/approach To answer these questions, 18 teachers from different schools in the Arab education system (10 female and 8 male) were interviewed. Findings The research revealed three themes which describe the teachers’ perceptions of their principals’ leadership styles with consideration of the principals’ gender: the principals’ involvement and sharing of school operations and decision making with the teachers; the extent of autonomy given to teachers; and establishment of principal–teacher relationships. Originality/value The paper concludes with implications of these leadership styles for teachers’ motivation for work, and suggestions are given to improve Arab principals’ practices and thus to enhance teachers’ motivation.

Expectations and tensions in school leadership regarding the 2014 Danish school reform: emerging perspectives linking school leadership, learning and well-being

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Monica Carlsson
Keyword(s):  
School Reform ◽  
Instructional Leadership ◽  
School Leadership ◽  
Well Being ◽  
Content Type ◽  
Management By Objectives ◽  
Danish School ◽  
Viable Approach ◽  
Empirical Foundation

PurposeThe purpose of this paper is to explore the expectations of and possible tensions in school leadership regarding the implementation of the 2014 Danish school reform and, by extension, to address emerging perspectives linking school leadership, learning and well-being.Design/methodology/approachAn analysis of central policy documents in the reform as well as research reports examining the role of leadership in the implementation of the reform offers insights into the new expectations of and tensions in school leadership. Drawing on theories of school leadership, the analysis highlights the various forms and aspects of school leadership that are at play in the reform.FindingsThe analysis identifies expectations regarding school leadership, ranging from aspects of strategic leadership that focus on management by objectives and results to aspects that are closer to teaching, such as curriculum and instructional leadership. It furthermore highlights barriers with regard to realizing policy intentions of strengthening instructional leadership, such as encroaching upon pedagogical and curriculum leadership, which have traditionally been the domain of teachers. Meanwhile, the kind of leadership that can be practiced through data-based management by objectives and results seems to have been perceived as a more viable approach in the implementation of the reform.Research limitations/implicationsThe papers' theoretical and empirical foundation is rooted in Danish and Scandinavian perspectives on schooling, and thus the generalizability of the findings may be limited to countries with similar perspectives or “packages of expectations” on linking school leadership, learning and well-being.Originality/valueThe paper provides an original contribution through its engagement with the tensions inherent in the specific “package of expectations” and new demands on school leadership in the 2014 school reform.

There is no “T” in school improvement: the missing team perspective

2017 ◽  
Vol 31 (7) ◽  
pp. 922-929 ◽  
Author(s):  
Pascale Benoliel ◽  
Izhak Berkovich
Keyword(s):  
School Improvement ◽  
School Leadership ◽  
School Change ◽  
School Leaders ◽  
Team Leadership ◽  
Coupling Mechanism ◽  
Effective School ◽  
Central Function ◽  
Content Type ◽  
Effective Teams

Purpose The concept of teams tends to be marginalized in the scholarly discussion of school improvement. The purpose of this paper is to argue that teams play a crucial role in promoting an holistic integration of school operation necessary to support school change. Specifically, the paper outlines the dynamic of effective teams at times of school improvement. Design/methodology/approach The paper presents the concept of teams, elaborates on their central function as a “coupling mechanism,” and describes the reciprocal relations between teams and school change. Findings The paper emphasizes the reciprocal effects of teams and change, suggesting that teams can serve as key change agents in school restructuring processes, specifically when balancing between “coping” and “pushing” forces. Based on the model, effective team leadership and effective school leadership at times of school change are introduced. Practical implications are discussed for school leaders. Originality/value The integration of the concept of teams into the school improvement discourse might assist school leaders to develop processes and procedures that will enable both school teams and schools to react more effectively in times of change and restructuring.

School leadership styles among educators in Abu Dhabi

2016 ◽  
Vol 18 (2) ◽  
pp. 81-99 ◽  
Author(s):  
David Litz ◽  
Qusay Abu Juma ◽  
Kevin S. Carroll
Keyword(s):  
Leadership Styles ◽  
School Leadership ◽  
Private School ◽  
Best Practice ◽  
Abu Dhabi ◽  
Service Development ◽  
Government School ◽  
Administrative Practices ◽  
Content Type ◽  
Lead Teachers

Purpose – The purpose of this paper is to report on an examination of the perceptions of two principals and two lead teachers regarding their own leadership styles, including how they define and perform their roles as leaders. Design/methodology/approach – The research employed a case study design whereby two principals and two lead teachers (one of each from a government school (GS) and a private school in Abu Dhabi UAE) were interviewed over the course of one semester. Findings – Results suggest that the two principals viewed themselves as succeeding in six domains – school climate, school leadership, personnel management, administration and school management, student management, and relationships with parents and the community – but that they desired to improve with regard to curriculum development and professional and in-service development. The two lead teachers primarily defined their leadership roles as providing assistance to others and modeling best practice and flexibility, and considered themselves bridges between other teachers and the administration, as well as task facilitators and task achievers. Originality/value – The paper reveals that both principals and teachers in Abu Dhabi engage in a number of activities consistent with much of the literature on effective school leadership styles. However, the findings also shed light on several marked differences between private and GSs in the Emirate, a lack of genuine collaboration between principals and teachers, and possible constraints on school leadership caused by top-down administrative practices.

scholarly journals Impact of Educational Leadership Styles on Job Teachers Stress

2014 ◽  
Vol 2 (1) ◽  
pp. 199
Author(s):  
Ferit Hysa
Keyword(s):  
Educational Leadership ◽  
Leadership Styles ◽  
School Leadership ◽  
Leadership Style ◽  
Research Question ◽  
Education Leadership ◽  
Effective School ◽  
Organizational Theories ◽  
The Right ◽  
Contemporary Education

During the school management, it is very important to have an effective school but more important is to use the right styles according to health safety and high outcomes. The leadership is a wide concept in general way and a specific one according to the education and school too. The tradition of school leadership is new in Albania. The education leadership in the new Albanian context request establishing of school leadership. The knowledge and application of contemporary education leadership it is obligatory for improvement and raising effectively to Albanian school. This study is focus in the influence of educational leadership styles in the job teachers stress and satisfaction. The research question is: what is the best and right education leadership style need to be applied in Albanian school. The research method is a quantities and qualitative way through the questionnaires, semi and structures interviews. The conclusion is that no all the educational leadership styles that are effective ones, are the right educational leadership styles. This conclusion brings the need to be selected the educational organizational theories for an effective school through the right educational leadership styles.

Between center and periphery: instructional leadership in Israeli rural schools

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Haim Shaked
Keyword(s):  
School Improvement ◽  
Instructional Leadership ◽  
School Leadership ◽  
Rural Areas ◽  
Monitoring And Control ◽  
Structured Interviews ◽  
Content Type ◽  
Inhibiting Factors ◽  
Leadership Policy ◽  
And Control

PurposeInstructional leadership is a major part of the responsibility of principals who achieve promising results in school improvement. This paper aims to explore the inhibiting factors for instituting instructional leadership in elementary schools located in rural areas in Israel.Design/methodology/approachThe participants of this qualitative study were a diverse sample of 64 rural school principals. Data were collected through semi-structured interviews. Data analysis proceeded in a three-stage process that involved condensing, coding and categorizing.FindingsThis study revealed that rural principals refrain from practicing instructional leadership because of two specific inhibiting factors: relationships within the community, which make it difficult for them to implement a school leadership policy that includes monitoring and control and characteristics of parents, who disagree with the instructional leadership's emphasis on learning and achievement.Originality/valueThe findings of this reinforce argument that propose context as an under-used theoretical lens for understanding differences in principals' practices across different contexts.

Seeking authenticity in school leadership: the interplay between personal values and leadership styles

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Antonios Kafa ◽  
Petros Pashiardis
Keyword(s):  
Leadership Styles ◽  
School Leadership ◽  
Authentic Leadership ◽  
School Principals ◽  
Second Phase ◽  
Leadership Practice ◽  
Content Type ◽  
Espoused Values ◽  
Specific Factors ◽  
Combination Of Methods

PurposeThis paper is derived from a thorough and systematic study, contributing to further understanding of the perception of authentic leadership in the context of Cyprus, by involving school principals' both espoused values and values in action coupled with their leadership styles.Design/methodology/approachData were drawn from a combination of methods, both quantitative (235 questionnaires) and qualitative (5 case studies), thus facilitating a more reliable and valid exploration of school principals' espoused values and values in action coupled with their leadership styles.FindingsSchool principals' values in action may be filtered by particular factors, which affect them, when they try to promote their espoused values during their leadership practice. In general, the findings indicated that practicing authentic leadership might be, in fact, impeded by specific factors connected to the broader context in which school principals operate.Research limitations/implicationsIt is not possible to draw concrete conclusions on relation between the espoused values and values in action, as only five school principals took part during the second research phase. However, in this study, the quantitative (first phase) and qualitative (second phase) research were combined in order to produce a general picture, with regards to the practice of authentic leadership.Originality/valueThe study of values has received an extensive research interest lately. In this study, it was approached collectively and cohesively by taking into consideration the differentiation between espoused values and values in action.

Effective leadership can positively impact school performance

2017 ◽  
Vol 25 (2) ◽  
pp. 96-102
Author(s):  
Brandy C. Sirchia Huguet
Keyword(s):  
Student Achievement ◽  
Standardized Testing ◽  
School Leadership ◽  
School Performance ◽  
Effective Leadership ◽  
Review Literature ◽  
Effective School ◽  
Content Type ◽  
Leadership Attributes ◽  
Accountability Measures

Purpose The purpose of this paper is to review literature about effective leadership’s impact on school performance, as a basis for schools to focus on, to encourage similar results in like school settings. Educational professionals are commissioned with the extraordinary task of instructing students with the acquisition of knowledge that will serve them in all future endeavors. In recent years, education has come under attack and has been scrutinized with the implementation accountability measures, in the form of standardized testing, to produce increased success in populations that have previously been underachieving. Design/methodology/approach The approach to compiling this literature was reflective in nature with identification of effective leadership attributes on school performance. Findings Many schools have used various strategies that have had positive impacts on student achievement. To enhance student achievement, the schools’ leadership should be trustworthy administrators who encourage collaboration and teacher leadership, as well as employment of educators who are genuinely passionate about teaching and love children. Examination of characteristics leading to school success may serve as a foundation for other schools. Originality/value The value of this review of literature is the compilation of numerous studies highlighting effective school leadership and structures used to impact student achievement.

Perspectives on principal instructional leadership in Vietnam: a preliminary model

2017 ◽  
Vol 55 (2) ◽  
pp. 222-239 ◽  
Author(s):  
Philip Hallinger ◽  
Allan Walker ◽  
Dao Thi Hong Nguyen ◽  
Thang Truong ◽  
Thi Thinh Nguyen
Keyword(s):  
Instructional Leadership ◽  
Primary School ◽  
School Leadership ◽  
School Principals ◽  
Qualitative Inquiry ◽  
Instructional Leaders ◽  
Content Type ◽  
Primary School Principals ◽  
Preliminary Model ◽  
Principal Instructional Leadership

Purpose Worldwide interest in principal instructional leadership has led to global dissemination of related research findings despite their concentration in a limited set of western cultural contexts. An urgent challenge in educational leadership and management lies in expanding the range of national settings for investigations of instructional leadership. The current study addressed this challenge in the context of Vietnam, a nation with a very limited formal knowledge base in school leadership (Hallinger and Bryant, 2013b; Hallinger and Truong, 2014). The purpose of this paper is to describe the perspectives of Vietnamese primary school principals toward their role as instructional leaders, illuminate instructional leadership practices perceived as important by the principals, and develop a preliminary model of instructional leadership within the Vietnamese education context. Design/methodology/approach This study was a qualitative inquiry that sought to illuminate the perspectives of Vietnamese principals toward their role as instructional leaders. The research employed semi-structured interviews with 27 primary school principals. Data analysis employed grounded theory in order to synthesize results gathered from the principals into a preliminary conceptual model. Findings The study yielded a preliminary model of principal instructional leadership in Vietnam. The authors’ model evidences similarities to western models of instructional leadership by including dimensions focusing on setting direction, managing curriculum and instruction and developing the school learning climate. Differences also emerged in terms of two additional constructs, building solidarity and managing external relationships. Other distinctive practices of Vietnamese instructional leaders also emerged in the findings which the authors suggest can be linked to the institutional, political and socio-cultural context of education in this society. Research limitations/implications Key limitations arise from the focus on primary schools, small size of the sample, absence of data from the Northern region of Vietnam, and lack of verification of principals’ perspectives with data from other stakeholders. Originality/value This study is one of the first empirical studies of Vietnamese school leadership submitted for publication in international refereed journals and the first study that has that sought to conceptualize the instructional leadership role of principals in Vietnam. Moreover, the study illustrates how conceptualizations of school leadership are shaped by features of specific societies. This lends credence to scholarly admonitions concerning the lack of universality of leadership theories.

Sign in / Sign up

Export Citation Format

Share Document