Knowing Kids Makes a Huge Difference, Part II: Advancing a Conceptual Framework for Positive Principal-Student Relationships

2020 ◽  
pp. 105268462093538
Author(s):  
Jamie Kudlats ◽  
Kathleen M. Brown
Keyword(s):  
Conceptual Framework ◽  
School Leadership ◽  
Future Research ◽  
Academic Press ◽  
Effective School ◽  
Principal Characteristics ◽  
The Social ◽  
Study Results ◽  
Effective School Leadership ◽  
Student Relationship

The majority of the scholarly work on school leadership over the past several decades has centered on issues of academic press, while matters involving the social development and support of students have received far less attention. We know that improving students' relationships with teachers has important, positive and long-lasting implications for building trust, increasing motivation and engagement, and improving both behavior and academic achievement, and we know that principals have the second most significant effect on students. So, what about principals' relationships with students? Given a lack of research specifically concerning the principal-student relationship (PSR), this article addresses that gap. The authors conducted a qualitative narrative inquiry of the PSR in order to describe more nuanced implications and deeper understandings of the influence and impact of the phenomenon. This work resulted in a two-part series. Part I, included in a prior issue, focused heavily on the literature review and detailed findings of the study. Part II, included in this issue, embeds the study results more firmly within theoretical underpinnings and extends them toward establishing a new conceptual framework for the PSR and a new dimension of scholarship on effective school leadership. This framework consists of 16 dimensions of the PSR grouped into four categories: Principal Characteristics, Building the PSR, Meaning and Purpose, and Challenges. A short discussion including implications, limitations, and directions for future research is also included.

Knowing Kids Makes a Huge Difference, Part I: Exploring the Principal–Student Relationship

2020 ◽  
pp. 105268462092308
Author(s):  
Jamie Kudlats ◽  
Kathleen M. Brown
Keyword(s):  
School Leadership ◽  
Methodological Approach ◽  
Effective School ◽  
Data Set ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Study Results ◽  
Effective School Leadership ◽  
Student Relationship ◽  
New Framework

Teacher–student relationships (TSRs) have important implications for building trust, motivation, and engagement and improving both behavior and academic achievement. What about students’ relationships with principals? Given the scarcity of literature on the PSR, research on the TSR was used to buttress the findings from this empirical study of the PSR to describe more nuanced implications and deeper understandings of the influence and impact principals have on students and vice versa. This work resulted in a two-part series. Part I, included in this issue, focuses heavily on the literature review and detailed findings of the study. Part II, included in a forthcoming issue, embeds the study results more firmly within theoretical underpinnings and extends them toward establishing a new conceptual framework for the PSR and a new dimension of scholarship on effective school leadership. Qualitative narrative inquiry was chosen as the methodological approach. Interviews with four principals and three of their former students along with observations of each principal provided the data set. Findings from Part I, reveal nine dominant themes indicating that the PSR is a primary consideration for many principals not only for the personal satisfaction of interacting with students but also because of the belief that the relationships significantly contribute to principals’ ability to effectively meet their many responsibilities. Part I findings, which expose some of the challenges and complications in developing healthy PSRs, were then integrated with the synthesis of the existing literature in order to briefly propose a new framework for exploring the phenomenon.

Work environment characteristics that satisfy principals in China, Germany and the USA

2021 ◽  
pp. 174549992110185
Author(s):  
Chuang Wang ◽  
Dawson R Hancock ◽  
Ulrich Müller
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
Work Environments ◽  
Industrialized Countries ◽  
Effective School ◽  
Formidable Challenge ◽  
Effective School Leadership ◽  
The World ◽  
The Usa ◽  
Survey Responses

Effective school leadership is crucial to a school’s success. Yet throughout the world, attracting and retaining qualified school leaders is often a formidable challenge. To discern ways in which we may recruit and retain competent school leaders, this study compares the extent to which principals in three industrialized countries, China, Germany and the USA, value the characteristics of their positions as principals. Survey responses of principals in these three countries reveal many factors that gratify and some factors that disappoint principals about their work environments. Comparing the similarities and differences of the principals’ responses in these countries provides insights into ways in which we may learn from each other about the factors that influence the recruitment and retention of qualified principals.

scholarly journals COMMUNICATION COMPETENCE AS FUNDAMENTAL ASPECT FOR EFFECTIVE SCHOOL LEADERSHIP AND ADMINISTRATION ACHIEVING: A SYNOPTIC THEORETICAL APPROACH

2020 ◽  
Vol 7 (11) ◽  
Author(s):  
Panagiotis J. Stamatis ◽  
Georgios A. Gkoutziamanis
Keyword(s):  
Resource Management ◽  
School Leadership ◽  
Theoretical Models ◽  
School Principal ◽  
Fundamental Aspect ◽  
Research Activity ◽  
Effective School ◽  
Leadership And Management ◽  
Leading Role ◽  
Effective School Leadership

Many theories and definitions regarding the concept of Leadership and Management appear in modern literature, as well as interpretations, references to specific characteristics and related topics. This fact shows that over time, a significant effort has been made to clarify the various dimensions of the concept of Leadership and its distinction from the concept of Management. The whole research activity gradually contributed to the development of an important framework in which various and remarkable theoretical models were developed, in parallel with the broader research that has been developed in the field of "human resource management", intending to study leadership styles and managerial behaviors to which they are connected. Many researchers agree that the position of traditional management is completely taken over today by Leadership, which is a complex but flexible, dynamic and at the same time creative resource management process. As has been observed, each new form of Leadership, developed during the 20th century, took into account the effectiveness of the previous one, both in theory and in practice. In this chapter, through three indicative sections, emphasis is placed on the clarification of the concepts of Leadership and Management, concise, conceptual approaches to Leadership Theories and Management Models are developed. Finally, reference is made to the modern, leading role of the School Principal. The characteristic of communication ability is underlined as a fundamental criterion for achieving effective school leadership and administration. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0711/a.php" alt="Hit counter" /></p>

Knowing Leadership: Students of Color (Re)considering Togetherness with Leaders and Authority Figures

2018 ◽  
Vol 28 (6) ◽  
pp. 788-814
Author(s):  
Ty-Ron M. O. Douglas ◽  
Jennifer M. Beasley ◽  
Emily R. Crawford ◽  
Juan A. RÍos Vega ◽  
Cayce McCamish
Keyword(s):  
School Leadership ◽  
Students Of Color ◽  
Research Study ◽  
School Administrators ◽  
Positive Role ◽  
Effective School ◽  
Border Theory ◽  
Perceived Benefit ◽  
Authority Figures ◽  
Effective School Leadership

Drawing on Bauman's (1995) conceptualization of various forms of togetherness and Giroux (2005) and Anzaldúa (2007) explication of border theory, this paper presents findings of a research study that investigates how students of color come to know leaders and authority figures. Findings suggest that students identified “leaders” in part based on their relationships and connections with them and the perceived benefit of such connection. Family members and teachers were considered leaders when students’ relationships with them reflected Bauman's (1995) “being-for” perspective, as characterized by positive role modeling and empathy. In schools, teachers—rather than school administrators—were most often described as leaders. These relationships were commonly associated with disciplinary issues and the enforcement of rules, and a colorblind system. Implications suggest that relationship characteristics in the borderlands of schools influence the perception of effective school leadership and school authority for students of color.

A conceptual framework for understanding the antecedents and consequences of social selling: a theoretical perspective and research agenda

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Barbara Barney-McNamara ◽  
James Peltier ◽  
Pavan Rao Chennamaneni ◽  
Keith Eric Niedermeier
Keyword(s):  
Literature Review ◽  
Conceptual Framework ◽  
Information Exchange ◽  
Theoretical Perspective ◽  
Customer Relationship ◽  
Future Research ◽  
Content Type ◽  
The Social ◽  
Research Findings ◽  
Antecedents And Consequences

Purpose The purpose of this paper is to provide a detail review of the social selling literature and to offer future research needs. Social selling has gained the attention of sales researchers. Rather than merely a new tool, social selling redefines the traditional sales process. However, the literature is spread across topics of social media and sales, social customer relationship management, salesforce automation and social selling, and does not provide an agreed-upon definition or tested construct for implementation. Design/methodology/approach The paper presents a comprehensive literature review of social selling and all related terminology. Findings The authors propose a social selling framework that includes personal branding, information exchange, networking and social listening to define and outline the construct while suggesting the antecedents and outcomes to guide future research. Findings from a literature review include outlining key theories used in social selling research. Originality/value This review offers a conceptual framework of social selling, including both antecedents and outcomes, to inform future research and guide academics and practitioners.

“We Don’t Got Time for Grumbling”: Toward an Ethic of Radical Care in Urban School Leadership

2020 ◽  
pp. 0013161X2092589
Author(s):  
Rosa L. Rivera-McCutchen
Keyword(s):  
Critical Race Theory ◽  
School Leadership ◽  
Black Male ◽  
Urban School ◽  
School Principal ◽  
Effective School ◽  
Urban School Leadership ◽  
Effective School Leadership ◽  
Document Review

Purpose: This article presents a case study of a successful Black male public urban school principal, offering a counterstory to discourses of failure in urban schools. I build on scholars’ work in critical caring, the Black principalship, and radical hope to call for an expansion of narrow frameworks of effective school leadership to include an ethic of radical care within urban school leadership. Method: This study represents a counterstory in the tradition of critical race theory, centering the voice and perspectives of a Black male urban school principal. Using ethnographic research methods, this case study was based on prolonged and embedded engagement in the field including observations, informal and formal interviews, and document review. Data were collected and analyzed over a 2-year period. Findings: Five components of effective school leadership emerged from analysis of the data that, taken together, can be described as a radical care framework. These components include the folowing: (a) adopting an antiracist, social just stance; (b) cultivating authentic relationships; (c) believing in students’ and teachers’ capacity for growth and excellence; (d) strategically navigating the sociopolitical and policy climate; and (e) embracing a spirit of radical hope. Conclusion: In addition to highlighting the power of counterstories in educational leadership research, this study reinforces the critical need for leadership preparation that is grounded in antiracism and social justice, and comprises all aspects of an ethic of radical care. Furthermore, the study points to the need for targeted recruitment of Black and Latinx school leaders, particularly in urban contexts.

Sign in / Sign up

Export Citation Format

Share Document