Learning to Transform Through Interplay Between the Confucian and Western Cultural Heritages: A Case Study of School Leadership Development in Beijing, China

2019 ◽  
Vol 18 (2) ◽  
pp. 163-182 ◽  
Author(s):  
Haijun Kang ◽  
Qi Sun ◽  
Lei Lyu
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
Leadership Practices ◽  
School Leaders ◽  
Development Program ◽  
Local School ◽  
School Leadership Development ◽  
School Leadership Practices ◽  
Beijing China

Taking a case study approach and utilizing Hoggan’s transformative learning (TL) typology and criteria as a framework, we examined the self-reported TL experiences of 12 local school leaders in Beijing, China. These local school leaders gained cross-cultural learning from a school leadership development program that was designed to prepare school leaders for education internationalization. Our data analysis indicated that these 12 local school leaders had experienced significant changes in their educational epistemology, self-identity, and school leadership practices. Further examining these changes at the intersection of the Confucian and Western cultural heritages, we discovered that these school leaders had developed an integrated approach to education, started to consciously reflect on what their social- and self-identities entail, and began the process of transitioning from conservative to appreciative school leadership practices.

scholarly journals Commentary: Grow Tomorrow’s School Leaders? Plant Some Seeds Today!

2008 ◽  
Vol 1 (2) ◽  
pp. 47-53
Author(s):  
Julian Thompson
Keyword(s):  
Leadership Development ◽  
Capacity Building ◽  
School Leadership ◽  
Succession Planning ◽  
School Leaders ◽  
National Standards ◽  
School Leadership Development ◽  
The Uk

School leadership development has received significant investment in the UK in recent years. Programmes to support leaders at all levels have focussed on national standards, leadership behaviours and capacity building. England is now facing an increasing shortage of headteachers. This article provides a perspective on this situation and offers some practical ideas to school leaders for building approaches to succession planning in their own schools.

scholarly journals Kvalifisering som skoleleder i en norsk kontekst: Et historisk tilbakeblikk og perspektiver på utdanning av skoleledere

2016 ◽  
Vol 10 (4) ◽  
pp. 7-26 ◽  
Author(s):  
Jorunn Møller
Keyword(s):  
Leadership Development ◽  
Educational Policy ◽  
School Leadership ◽  
Intellectual History ◽  
School Effectiveness ◽  
School Leaders ◽  
Historical Review ◽  
International Perspective ◽  
School Leadership Development ◽  
Leadership Research

Denne artikkelen har en dobbel målsetting. For det første er målet å gi et kort historisk tilbakeblikk over hva som har vært gjennomført av skoleleder-opplæring i norsk regi i løpet av de siste 50 årene, da det gir en mulighet til å vise endringer som har skjedd over tid. For det andre er målet å drøfte dagens krav til kvalifisering av skoleledere i et internasjonalt perspektiv. Analysen av det historiske tilbakeblikket i en norsk kontekst bygger på dokumentanalyser og programevalueringer som har vært gjennomført av de ulike programmene siden 1960-tallet. Drøftingen av forholdet mellom utdanningspolitikk og kunnskapsgrunnlag har fokus på hva slags kunnskap som er i bruk og hvorfor, og er inspirert av Gunters kategorisering av skoleledelse som forskningsfelt. I tillegg er internasjonale “handbooks” om utvikling av skoleledere viktige referanser. Den historiske oversikten basert på erfaringer i Norge, gir et bilde av hva slags kompetanse man har hatt som intensjon å utvikle, og hvilke innholds-elementer som har vært vurdert som viktige til ulike tider. Analysen viser at utdanningsprogrammene i hovedsak henter teorigrunnlaget fra generell ledelsesteori og effektstudier, og i økende grad er den nasjonalt baserte utdanningspolitikken blitt påvirket av en internasjonal diskurs om kvalitet i skolen hvor OECD i stor grad setter agendaen og legger premissene for utvikling av skoleledelse og praksis i skolen.Nøkkelord: skolelederutdanning, utdanningspolitiske endringer, internasjonal kvalitetsdiskurs, skoleledelse som forskningsfeltAbstractThis article has a double objective. Firstly, it aims to give a brief historical review of how school leadership development has been enacted in a Norwegian context during the last 50 years. Secondly, it aims to examine and discuss today’s requirements of qualifications for school leadership in an international perspective. Policy documents focusing on school leadership development and external evaluations of the different development programs which have been offered to Norwegian school leaders since the 1960s serve as a departure for the analysis. The discussion of the relationship between educational policy and its knowledge base has a specific focus on what type of knowledge is used and why, and is inspired by Gunter’s conceptual framework of an intellectual history of school leadership research. In addition, international handbooks on the preparation and development of school leaders are key references. By applying a historical lens the analysis provides an image of the kinds of competencies that have been considered important over time. The findings show that the national programs for developing school leaders mainly draw upon general leadership theory and school effectiveness research, and increasingly they have become influenced by the international educational discourse about quality in school in which OECD has become a prominent agent in setting the agenda for improving school leadership and school practices.Keywords: school leadership development, changes in educational policy, international quality discourse, theory traditions within leadership research

scholarly journals IDENTIFYING FACTORS INFLUENCING SCHOOL LEADERSHIP PRACTICES: CASE STUDY OF LATVIA

2020 ◽  
Vol 3 ◽  
pp. 552
Author(s):  
Ilze Saleniece ◽  
Dace Namsone
Keyword(s):  
School Leadership ◽  
Work Experience ◽  
Leadership Practices ◽  
Group Discussion ◽  
Research Literature ◽  
Leadership Teams ◽  
Factors Affecting ◽  
School Leadership Practices ◽  
Depth Interviews

Based on the analysis of research literature and empirical data, the study aims to identify significant factors affecting school leadership practices in Latvia. In addition to studies of scientific literature, the authors used qualitative research methods – in-depth interviews with 7 school leadership teams of the same municipality and expert focus group discussion to describe the influencing factors that are relevenat in the context of Latvia. As a result of the study, the authors identified that school leaders’ work experience, beliefs and mental models, social skills and impact of the external parties have an influence on their practices. 

Facilitating Leadership Coach Capacity for School Leadership Development: The Intersection of Structured Community and Experiential Learning

2020 ◽  
pp. 0013161X2091594
Author(s):  
Kristin Shawn Huggins ◽  
Hans W. Klar ◽  
Parker M. Andreoli
Keyword(s):  
Leadership Development ◽  
Experiential Learning ◽  
Learning Community ◽  
School Leadership ◽  
School Leaders ◽  
Research Question ◽  
Community Research ◽  
Learning Needs ◽  
Leadership Coaching ◽  
School Leadership Development

Purpose: The purpose of this article is to examine how the leadership coaching capacities of experienced school leaders can be developed to support less-experienced school leaders to lead continuous improvement efforts. In this article, we report the findings of a 2-year study of experienced school leaders who developed their leadership coaching knowledge, skills, and dispositions to enhance the capacities of less-experienced school leaders in a research–practice partnership called the Leadership Learning Community. Research Methods: We drew on qualitative research methodology to answer the study’s research question. To collect our data, we utilized participant observations of 12 professional development days and 70 job-embedded coaching sessions over a 2-year period, yearly semistructured interviews with the eight leadership coach participants, and other artifacts related to the Leadership Learning Community. We analyzed our data using multiple rounds of coding to arrive at the themes. Findings: The findings highlight the possibilities of developing leadership coaching capacity through a combination of community-based structured and facilitated learning opportunities and experiential learning. The findings also add to the limited research regarding leadership coaching as a strategy for enhancing school leadership development. Conclusion and Implications: The results of the study provide assistance to national and state administrator organizations, educational service districts, and school district administrators endeavoring to meet the learning needs of school leaders through leadership coaching. Further research should be conducted to understand how the leadership coaching capacities of leadership supervisors and developers can be facilitated.

scholarly journals School Leadership Practices in the Conflict Region of South Thailand - Pattani

2021 ◽  
Vol 3 (1) ◽  
pp. 86-96
Author(s):  
Adnan Vateh ◽  
Dwi Esti Andriani
Keyword(s):  
School Leadership ◽  
Leadership Practices ◽  
Teaching Competencies ◽  
Islamic Schools ◽  
Student Parents ◽  
Southern Thailand ◽  
Working Together ◽  
School Leadership Practices ◽  
Member Checks

This study aims to gain an understanding of the leadership practices of the principals in the conflict region of South Thailand – Pattani. It was a qualitative case study. This study was located at two private Islamic schools in the Yala province, Southern Thailand. Data were collected through interviews and observation. The informants were 14 in total consisting of two principals, two deputy principals, and ten teachers from studied schools. The collected data were analyzed following the interactive model proposed by Miles, Huberman, and Saldana. Audit trail and member checks were used to check the credibility of the data. The results show that building a good relationship with communities and working together to develop a safe environment at school are considered to be important. The principals also motivate students to go to school. In order to make students enjoy studying at school, the principal put a serious effort to provide adequate learning facilities and school infrastructure and to develop the teaching competencies of their teachers. Furthermore, they assure the student parents that it is safe to allow children to go to school.

scholarly journals Ethical Leadership Practices and Trust Among Public School Leaders in Malaysia

2021 ◽  
Vol 17 (3) ◽  
pp. 174
Author(s):  
Sharmini Siva Vikaraman ◽  
Azlin Norhaini Mansor ◽  
Mohamed Yusoff Mohd Nor ◽  
Bity Salwana Alias ◽  
Vasanthan Gurusamy
Keyword(s):  
Public School ◽  
School Leadership ◽  
Leadership Style ◽  
Ethical Leadership ◽  
Leadership Practices ◽  
School Leaders ◽  
Structured Interview ◽  
School Teachers ◽  
School Leadership Practices ◽  
Trust In Leader

Abstract: Integrating values in managing a school is crucial to balance the role of school leaders as leaders and managers under one roof. This study highlights the practice of ethical leadership (branch of value-based leadership) based on seven dimensions. Using a mixed method (QUAN-qual) approach, this study i) identifies the level of principal’s ethical leadership practices and trust in leader as perceived by primary and secondary school teachers of Malaysia, ii) explores the relationship between both variables and classifies accordingly the subconstructs of ethical leadership practices that significantly contribute to developing trust in their leaders, iii) ascertain the understanding and practices of ethical leadership style among the principals as perceived by the principals themselves. The quantitative data were collected via Ethical Leadership at Workplace (ELW) and Trust in Leader (TL) questionnaire. A total of 438 public school teachers nationwide responded to the questionnaire. Data were analyzed using descriptive and inferential statistical method. The findings show that principals throughout the country practiced high ethical leadership. The level of teacher's trust in principals was also high. The inference analysis found very strong significant relationship between ethical leadership and teachers' trust on their principals. A semi-structured interview with three school principals was conducted to collect the qualitative data revealed that the Malaysian principals lacked the understanding of ethical leadership style, nevertheless practiced several dimensions of ethical leadership in their school administration. The study suggests ethical leadership to be integrated into current school leadership practices to further understand its impact. Keywords: Ethical leadership, School Leadership, Trust in Leader, Value-based Leadership

scholarly journals Exploring causal relationships qualitatively: An empirical illustration of how causal relationships become visible across episodes and contexts

2021 ◽  
Author(s):  
Ruth Jensen
Keyword(s):  
Leadership Development ◽  
School Improvement ◽  
School Leadership ◽  
Quantitative Research ◽  
Causal Relationships ◽  
Process Data ◽  
Improvement Program ◽  
School Leadership Development ◽  
Cultural Historical Activity ◽  
Empirical Illustration

AbstractCausal relationships are traditionally examined in quantitative research. However, this article informs the discussion surrounding the potential use of qualitative data to explore causal relationships qualitatively through an empirical illustration of a school leadership development team. As school leadership development is supposed to offer continuing development to practicing school leaders, it brings into question the issue of causal relationships. This study analyzes audio and video recordings from 10 workshops involving a team of principals, municipality leaders, and researchers who met over two years to support the principals in leading a local school improvement program. The process data are organized into episodes and analyzed in three layers of causation an interpretative layer, a contradictory layer, and an agentive layer grounded in cultural-historical activity theory. When tracing a problem statement across episodes and relating the processes to events in a principal’s practice, causal relationships became visible across the episodes and contexts. The argument, then, is that the results are achieved in the processes. As such, process data can reveal causal relationships that quantitative data cannot.

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