Resources and Influences: Parents in Leadership Positions in Low-/Mid-SES and High-SES Schools in Israel

2019 ◽  
Vol 56 (4) ◽  
pp. 600-640 ◽  
Author(s):  
Audrey Addi-Raccah
Keyword(s):  
School Improvement ◽  
Structural Equation ◽  
Leadership Role ◽  
Equation Modeling ◽  
Low Ses ◽  
Leadership Roles ◽  
Leadership Positions ◽  
Parents Involvement ◽  
Formal Leadership ◽  
Management Domains

Purpose: This study focused on parents’ involvement in their children’s schools through participation in collective leadership roles. Based on Bourdieu’s approach the current analysis examined the link between parents’ types of resources, types of involvement in schools, and their influences over different school domains while comparing parents from two socioeconomic status (SES) levels (low/mid and high). Research Design: Participants comprised 624 parents from 21 randomly selected elementary schools, of which 10 were of low-/mid-SES and 11 high-SES schools. Data were collected by a questionnaire and analyzed based on multivariate analysis of variance and multi-group structural equation modeling approach. Findings: It was found that for holding leadership roles in schools, parents activate diverse education-related resources. Once gaining a formal leadership role parents may feel a legitimate right to influence schools, mainly on issues related to school management domains such as fundraising. Although, some differences occurred between high-SES and low-/mid-SES schools, there was a similarity regarding parents’ leadership roles that may benefit schools by bridging between the schools and their environment. Conclusions: As schools become more heterarchical, parent leadership may be able to play an increasingly significant role in facilitating the school principal’s work and fostering school improvement. Accordingly, school principals need to support and encourage parent leadership, particularly in low-SES schools. For that purpose, educators must be more attentive, accepting and value the resources of parents of low-SES schools.

scholarly journals The impact of preferences for clinical and managerial leadership roles on the willingness to apply for a medical leadership position: Analysis of gender differences among a sample of German senior physicians

2021 ◽  
pp. 095148482110102
Author(s):  
Florian Liberatore ◽  
Julia Schätzle ◽  
Henrik Räwer ◽  
Kia Homayounfar ◽  
Jörg Lindenmeier
Keyword(s):  
Structural Equation ◽  
Medical Profession ◽  
Equation Modeling ◽  
Mentoring Programs ◽  
Leadership Roles ◽  
University Hospitals ◽  
Managerial Leadership ◽  
Clinical Leadership ◽  
Medical Leadership ◽  
The Impact

Background The hybrid role (clinical and managerial leadership tasks) of physicians in medical leadership positions (MLPs) is a driver of the attractiveness of these positions. The increasing feminization of the medical profession makes gender-related preferences for hybrid roles relevant. Purpose The current study uses the (EPL) career aspirations framework to analyze the (gender-related) effects that efficacy beliefs, motivations, and preferences for clinical leadership and managerial leadership have on the willingness of chief physicians to apply for an MLP. Methodology: A survey of senior physicians in German university hospitals yielded a sample size of N = 496. The resulting data were analyzed using a structural equation modeling approach. Findings The results confirm the low preference for MLPs among senior physicians, which is mainly affected by preferences for managerial leadership tasks. Female senior physicians perceive the position of an MLP to be less attractive than their male counterparts do, and female physicians’ willingness to apply for an MLP is concurrently driven by their preferences for clinical leadership and managerial leadership tasks. Practical implications: Mentoring programs could boost female senior physicians’ preparedness for MLPs. Further, flexibility in fulfilling managerial leadership tasks could be promoted to make MLPs more attractive to women.

Now You See Me, Now You Don’t: A Conceptual Model of the Antecedents and Consequences of Leader Impostorism

2021 ◽  
pp. 014920632110203
Author(s):  
Ronit Kark ◽  
Alyson Meister ◽  
Kim Peters
Keyword(s):  
Popular Media ◽  
Empirical Literature ◽  
Leadership Roles ◽  
Leadership Positions ◽  
Motivation To Lead ◽  
Fertile Ground ◽  
Contextual Characteristics ◽  
Antecedents And Consequences ◽  
Formal Leadership ◽  
Leader Role

Impostorism, a phenomenon whereby a person perceives that the role they occupy is beyond their capabilities and puts them at risk of exposure as a “fake,” has attracted plentiful attention in the empirical literature and popular media. However, despite evidence that impostorism is frequently experienced by people in leadership positions, there has been little consideration of why this happens. In this theoretical article, we explain why formal leadership roles—roles that are characterized by elevated expectations, high visibility, and high levels of responsibility—are fertile ground for impostorism experiences. We also discuss how the associated self-conscious emotions of shame and fear, can increase leaders’ risk-aversion and enhance leader role performance, yet at the same time drive emotional exhaustion, and reduce their motivation to lead. This can ultimately inhibit leaders from seeking, claiming, and thriving in leadership roles. We offer individual-, dyadic-, and organization-level contextual characteristics that can either enhance or reduce this phenomenon. We also discuss how supportive organizations can mitigate leadership impostorism. Furthermore, we highlight how women and minority-status leaders may be more vulnerable to this experience and conclude by suggesting the practical implications of the leader impostorism phenomenon for individuals and organizations.

scholarly journals The diversity of Leadership roles in the context of behavioral complexity theory and its impact on leadership effectiveness

2018 ◽  
Vol 2 (2) ◽  
pp. 255-294
Author(s):  
Saleh Abdul Rida Rashid ◽  
Amer Ali Hussein Al Atawi ◽  
Saddam Kadhim Al Khozai
Keyword(s):  
Structural Equation ◽  
Leadership Effectiveness ◽  
Hypothesis Test ◽  
Two Dimensions ◽  
Equation Modeling ◽  
Leadership Roles ◽  
Behavioral Repertoire ◽  
Behavioral Complexity ◽  
Behavioral Differentiation ◽  
The University

This research aims to examine the nature of the relationship between the various leadership roles and the effectiveness of leadership according to the perspective of the theory of behavioral complexity. The faculty at the University of Qadisiyahwas selected to test the hypotheses of research and to verify the objectives. The authors distributed the questionnaire to a sample of (165)individualsworking at different faculties of the university. The behavioral complexity variable consists of two dimensions, behavioral repertoire and behavioral differentiation. The variable of leadership effectiveness is treated asa single dimension variable. The study hypothesized that there is a positive relationship between the behavioral complexity and leadership effectiveness ,In other words , the educational leaders who use a variety of different roles will achieve the highest level of effectiveness. A variety of statistical tools were used to present the statistical description and hypothesis test, namely mean, standard deviation, simple correlation coefficient,andconfirmatory factor analysis , and structural equation modeling. The results reflected the validity of the research hypotheses , and in light of that a set of conclusions and recommendations were formulated

The relationship between principal leadership and teacher collaboration: Investigating the mediating effect of teachers’ collective efficacy

2020 ◽  
pp. 174114322094569
Author(s):  
André Meyer ◽  
Dirk Richter ◽  
Viola Hartung-Beck
Keyword(s):  
School Improvement ◽  
Collective Efficacy ◽  
Principal Leadership ◽  
Teacher Collaboration ◽  
Structural Equation ◽  
Mediating Effect ◽  
School Level ◽  
Equation Modeling ◽  
Support Teacher ◽  
The Relationship

Empirical research considers teacher collaboration to be an important predictor of outcome variables at the student, teacher, and school level. Principals are responsible for shaping teachers’ work environments, and in doing so, they can strengthen and support teacher collaboration. Drawing on social interdependence theory, we hypothesized that teachers’ collective efficacy has a mediating effect on the relationship between principal leadership and teacher collaboration. We collected data from 630 teachers in 29 primary and secondary schools in Germany and found, based on structural equation modeling, that principal leadership had a significant indirect effect on teacher collaboration, mediated by teachers’ collective efficacy. We discuss the implications of these results for supporting school improvement.

scholarly journals Teachers’ Implicit Theories of Professional Abilities in the Domain of School Improvement

2021 ◽  
Vol 6 ◽  
Author(s):  
Beat Rechsteiner ◽  
Miriam Compagnoni ◽  
Andrea Wullschleger ◽  
Katharina Maag Merki
Keyword(s):  
School Improvement ◽  
Structural Equation ◽  
Implicit Theories ◽  
Measurement Instrument ◽  
Equation Modeling ◽  
Teaching Staff ◽  
Domain Specific ◽  
Positive Effects ◽  
Motivational Regulation ◽  
The Right

Numerous studies show positive effects of students’ malleable implicit theories of their abilities on their self-regulated learning and learning achievements (Yeager and Dweck, 2012; Burnette et al., 2013), especially when domain-specific implicit theories are assessed (Costa and Faria, 2018). Thinking of school improvement as a collective learning process for the teaching staff, it is reasonable to assume that this relationship also exists on the teacher level. Hence, this study aims to provide answers to the following overarching question: What role do teachers’ implicit theories of professional abilities play for school improvement? In a first step, a measurement instrument was developed to assess teachers’ implicit theories of professional abilities in the domain of school improvement. In a second step, we explored the link between these implicit theories and collective teacher learning in the area of further developing the school’s educational practices. In a sample of N = 1,483 Swiss primary school teachers at N = 59 schools, we analyzed how teachers’ malleable (vs. fixed) implicit theories of professional abilities are related to collective metacognitive and emotional-motivational regulation activities and to the perception that the school is on the right track to improvement. Results show that teachers’ implicit theories of professional abilities can be assessed reliably. Structural equation modeling analyses revealed that the more teachers view professional abilities as malleable and developable, the more positive their perceptions of the schools’ improvement were. This relation was mediated by collective emotional-motivational regulation activities. However, no significant effect of a malleable implicit theory on collective metacognitive regulation was found. It can be concluded that teachers have varying beliefs about the malleability of teachers’ professional abilities that are linked to their collective regulation. It therefore acknowledges the domain-specific effects of teachers’ implicit theories in the area of school improvement.

scholarly journals Bumping into the Glass Ceiling: Exploring Women’s Experiences Seeking Positional Leadership Roles within the Student Affairs Profession in South Africa

2020 ◽  
Vol 11 (Winter) ◽  
pp. 192-195
Author(s):  
Jamie Storey
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Student Affairs ◽  
Phenomenological Study ◽  
Senior Management ◽  
Institutions Of Higher Education ◽  
Leadership Roles ◽  
Leadership Positions ◽  
Management Positions ◽  
Formal Leadership

Despite women’s aspirations to obtain formal leadership positions within institutions of higher education in South Africa, they continue to face barriers that impede their ability to achieve senior management positions. The purpose of this phenomenological study is to explore the meaning women ascribe to the experience of seeking formal leadership positions within the field of student affairs in South Africa.

How School Leadership Influences Student Learning: A Test of “The Four Paths Model”

2019 ◽  
Vol 56 (4) ◽  
pp. 570-599 ◽  
Author(s):  
Kenneth Leithwood ◽  
Jingping Sun ◽  
Randall Schumacker
Keyword(s):  
School Improvement ◽  
Student Learning ◽  
School Leadership ◽  
Latent Variables ◽  
Structural Equation ◽  
Equation Modeling ◽  
Future Research ◽  
State Tests ◽  
Achievement Data ◽  
Study Results

Purpose: This study tested a set of variables mediating school leadership’s influence on students referred to as “The four paths model.” Each path in the model includes variables with significant direct effects on student learning and which are malleable to practices included in an integrated model of effective school leadership. Research Design: Evidence for the study were responses to a survey by 1,779 teachers in 81 Texas elementary schools about the status of school leadership and all 13 variables on the four paths. Student achievement data were provided by results of state tests combining all subjects and all grades, while the count and percentage of students eligible for free or reduced-price lunch was used to estimate socioeconomic status. Confirmatory factor analysis, regression analysis, and structural equation modeling were used to analyze the data. Findings: Results uncovered a more nuanced and complex set of relationships among the four paths and their component variables than was specified in the original version of the model. School leadership significantly influenced student learning only through variables on one path, while variables on the other three paths influenced student learning only through their contribution to variables on that one path. Conclusions: Results point to the value of future research about the relationships among variables on the four paths, as well as efforts to identify latent variables among the observed variables in the study. Results of the study can be used by school leaders to more productively focus their school improvement efforts.

scholarly journals "Single threads woven together in a tapestry": Dispositions of Teacher-Librarian Leaders

2021 ◽  
Author(s):  
Jennifer Branch-Mueller ◽  
Joanne Rodger
Keyword(s):  
Qualitative Research ◽  
Research Study ◽  
Assessment Tool ◽  
Leadership Role ◽  
Classroom Teachers ◽  
Leadership Roles ◽  
Qualitative Research Study ◽  
Generic Qualitative ◽  
Formal Leadership ◽  
Teacher Librarians

This generic qualitative research study examined if and how the dispositions of six exemplary teacher-librarians evolve after a move into a formal leadership role. All of the participants were classroom teachers and teacher-librarians prior to moving into leadership roles in their schools/university or districts. Findings from this study are organized and presented based on the leadership dispositions identified by Kimmel, Dickinson and Doll (2012) in their Dispositional Continua and include descriptors used by teacher-librarian leaders that help clarify each disposition. Further research is needed to create a valid and reliable disposition assessment tool for pre-service and in-service teacher librarians and TL leaders. 

scholarly journals Painaha: Gender and Leadership in 'Are'Are Society, the South Sea Evangelical Church and Parliamentary Leadership-Solomon Islands

2021 ◽  
Author(s):  
◽  
Alice Aruhe'eta Pollard
Keyword(s):  
Participant Observation ◽  
Solomon Islands ◽  
Civil Conflict ◽  
Leadership Roles ◽  
The South ◽  
Leadership Positions ◽  
Evangelical Church ◽  
Gender And Leadership ◽  
South Sea ◽  
Formal Leadership

<p>This thesis stems from my own experience as an advocate for peace as well as a victim during the recent civil conflict that shocked Solomon Islands from 1998 to 2003. I had the opportunity to live and work under a leadership in crisis situation where law and order was absent, the economy collapsed and people and leaders were confused. Amidst the confusion, women took an active role in confronting the situation at its peak, a week after the 5th June 2000 coup, visiting the militants' camps around Honiara, helping victims of the conflict and voicing their concerns to leaders. This thesis is about gender and leadership. Many Solomon Islanders including myself are searching for solutions to ensure that history does not repeat itself and produce further discord. In doing so, finding new leadership models that would engage both genders and different leadership institutions working in partnership with each other at all levels is necessary. This thesis examines the presence and absence of women in three separate leadership spheres: the 'Are'Are society, the South Sea Evangelical Church and Parliamentary leadership. The three objectives are, to examine to what extent women exercise leadership in the three leadership spheres, to study the factors that contribute to women's limited access to formal leadership and to examine whether it is possible for women to make a difference if they are involved in the different leadership positions. The questions asked are: whether the roles women perform in both the private and public spheres and the formal and informal structures are leadership roles? Should their roles warrant them leadership positions within these three leadership spheres? Should their roles accord them the title "leader"? Are women satisfied with their current roles and position within the three leadership spheres? The research framework was based on my personal position as a knowledgeable insider. The methodologies used include focus group interviews, participant observation and face to face interviews with 41 leaders who hold or have held leadership positions in these three leadership spheres within Solomon Islands. Secondary information sources were also valuable. In this thesis, I argue that the issue of gender and leadership is critical for rethinking and redesigning the future direction of Solomon Islands as a nation state. It will be the key ingredient in reconstructing and rebuilding the new Solomon Islands. The rebuilding process will mean reclaiming women's leadership roles in the three spheres, providing training for women and men leaders, providing political awareness in the wider community and addressing corruption and malpractice in the political electoral process. Developing a strong, well-disciplined pool of women and men leaders within the three leadership spheres, in particular the formal and Parliamentary leadership is what Solomon Islands needs.</p>

scholarly journals Effectiveness of Coaching by School Improvement Partners through Good Relationship and Professionalism Skills Practiced

2018 ◽  
Vol 3 (1) ◽  
pp. 16-35
Author(s):  
Zalina Mohd Tahir ◽  
Nabihah Mohd Salleh
Keyword(s):  
School Improvement ◽  
Structural Equation ◽  
Goodness Of Fit ◽  
School Administrators ◽  
Descriptive Analysis ◽  
Equation Modeling ◽  
Ministry Of Education ◽  
Chi Square ◽  
Good Relationship ◽  
Coaching Process

School administrators consisting of Principals and Headmasters (PGB) play a significant role in leading the school to achieve excellence. To ensure that excellence is achieved within the timeframe stipulated, the PGB received guidance from fellow coaches known as School Improvement Partners (SIP). The coaching process requires mutual understanding between the two parties so that it can work smoothly and effectively (Narimawati, 2007) without any conflict of ideologies. This study is to identify the effectiveness of the coaching of SIP through the good relations and professional skills practiced during the ongoing coaching. A total of 212 PGB as respondents and data were analyzed using SPSS version 23 for the descriptive analysis, while AMOS version 22 is used for advanced statistics Structural Equation Modeling. The study found that the goodness of fit model by SIP coaching is good with reading of chi-square/df=2.203, CFI= .969, p=0.00 and RMSEA=.076. Good relationship with professional coaching sessions have contributed a total of 71% (R2=.71) to the effectiveness of the coaching as well as it helps to increase the PGB confidence in the development of schools. This finding confirms that coaching by SIP directly acts as a catalyst for the success of the school and to complete the needs of mission and vision of the Ministry of Education, Malaysia.

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