A systematic review of key contextual challenges facing school principals: Research-informed coping solutions

2021 ◽  
pp. 174114322110614
Author(s):  
Alireza Tamadoni ◽  
Rezvan Hosseingholizadeh ◽  
Mehmet Şükrü Bellibaş
Keyword(s):  
Systematic Review ◽  
School Leadership ◽  
Student Performance ◽  
School Principals ◽  
School Context ◽  
Leadership Preparation ◽  
Preparation Programs ◽  
Context Sensitive ◽  
Supportive Culture ◽  
Institutional Contexts

The function of school leadership has been significantly changed by the multi-layered school context to meet the demands of stakeholders. Increasing autonomy and accountability pressures have made it difficult to maintain the balance of principals’ tasks, which gives rise to a variety of challenges. This study adopted a descriptive quantitative form of a systematic review to analyse 169 related studies about the challenges faced principals and research-informed coping solutions for such challenges published in the international journals indexed by the WoS, SCOPUS, and ERIC databases between 2001 and 2020. This analysis identified 734 contextual challenges, including challenges related to principals’ roles and actions (31%) influenced by institutional contexts (24%), socio-cultural contexts (11%), stakeholders (3.4%), and parents (5.2%). Additional contextual challenges were related to the leading staff (6%) and teachers (7.9%). Finally, 11.2% of the contextual challenges corresponded with concerns about student performance. This research highlights the need for modifying leadership preparation programs in a context sensitive manner, active participation of all stakeholders in setting school targets and methods for achieving them, and creating a supportive culture that encourages mutual progressive trust between governments, local communities, and school principals.

scholarly journals SCHOOL PRINCIPALS AND 21ST CENTURY LEADERSHIP CHALLENGES: A SYSTEMATIC REVIEW

2020 ◽  
Vol 5 (1) ◽  
pp. 189-210
Author(s):  
Donnie Adams ◽  
Vicneswary Muthiah
Keyword(s):  
Systematic Review ◽  
Student Performance ◽  
Principal Leadership ◽  
21St Century ◽  
School Principals ◽  
School Context ◽  
Leadership Challenges ◽  
Keywords Screening ◽  
21St Century Leadership ◽  
Personal Challenges

Background and Purpose: This systematic review article focuses on leadership challenges encountered by school principals in the 21st century. International evidence indicates principal leadership affects school and student performance. However, little systematic review has been carried out on the issue. Hence, the purpose of this paper is to analyse the existing literature on leadership challenges faced by school principals in the 21st century.   Methodology: Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic review was done on two main databases, Web of Science and Scopus. There were three main stages in the process: identification of keywords, screening of articles, and determination of the articles. This resulted in a final database of 16 eligible documents.     Findings: The review of these documents resulted in three main themes – personal challenges, school context, and stakeholders, and 11 sub-themes. There were three subthemes for personal challenges such as lack of knowledge and skills, while school context challenges can be divided into six sub-themes such as lack of trained staff and inadequate facilities and resources. The two subthemes for stakeholders challenges are negative attitudes of parents and interventions from the Ministry.   Contributions: This systematic review expands the literature of principalship in the 21st Century by highlighting the challenges faced in the context of North American, African, European, and Australian schools. Further work on the challenges faced by school principals in other continents should be carried out to achieve a better understanding on the issue.   Keywords: 21st century, challenges, principal leadership, school leadership, systematic review.   Cite as: Adams, D., & Muthiah, V. (2020). School principals and 21st century leadership challenges: A systematic review.  Journal of Nusantara Studies, 5(1), 189-210. http://dx.doi.org/10.24200/jonus.vol5iss1pp189-210

scholarly journals The Principal at Risk: Stress and Organizing Mindfulness in the School Context

2020 ◽  
Vol 17 (17) ◽  
pp. 6318
Author(s):  
Pierluigi Diotaiuti ◽  
Stefania Mancone ◽  
Fernando Bellizzi ◽  
Giuseppe Valente
Keyword(s):  
Path Analysis ◽  
School Leadership ◽  
School Principals ◽  
Stress Measurement ◽  
School Context ◽  
Analysis Model ◽  
Italian School ◽  
Operational Tool ◽  
Path Analysis Model

Background: In recent years the role of school principals is becoming increasingly complex and responsible. Methods: This study was voluntarily attended by 419 Italian school principals who were administered the Psychological Stress Measurement (MSP), Mindfulness Organizing Scale (MOS), Polychronic-Monochronic Tendency Scale (PMTS), and the Scale of Emotions at Work (SEW). Results: The study has produced a path analysis model in which the relationships between the main predictors of principals’ work discomfort were explained. The effect of depressive anxiety on perceived discomfort (ß = 0.517) found a protective mediator in the mindfulness component that recognizes the sharing as a fundamental operational tool (ß = −0.206), while an increasing sense of effort and confusion could significantly amplify the experience of psychological discomfort associated with the exercise of school leadership (ß = 0.254). Conclusions: The model developed in this study suggests that focusing on organizing mindfulness can be a valuable guideline for interventions.

scholarly journals Leadership Coaching and Mentoring: A Research-Based Model for School Partnerships

2018 ◽  
Vol 13 (12) ◽  
Author(s):  
Julie Anne Gray
Keyword(s):  
School Leadership ◽  
Leadership Preparation ◽  
Instructional Leaders ◽  
University Faculty ◽  
District Leaders ◽  
Preparation Programs ◽  
School Partnerships ◽  
New School ◽  
School District Leaders ◽  
Mentoring Support

This conceptual article proposes a research-based model for leadership preparation programs to more effectively prepare, support, and sustain new school leaders in the field and profession. This study offers a new construct, which combines the concepts of early field experiences, experiential learning, leadership-focused coaching, and mentoring support, with university faculty and school district leaders and mentors working collaboratively to support novice leaders. University faculty would provide leadership-focused coaching while prospective leaders are completing coursework and later once they are placed in school leadership positions. Further, school districts would provide mentoring support by experienced instructional leaders.

scholarly journals The Pedagogical Leadership of the Mathematics Faculty: A Systematic Review

2018 ◽  
Vol 8 (4) ◽  
pp. 217
Author(s):  
Inmaculada García-Martínez ◽  
José Ubago-Jiménez ◽  
Jesús López-Burgos ◽  
Pedro Tadeu
Keyword(s):  
Systematic Review ◽  
School Leadership ◽  
Student Performance ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Organizational Structures ◽  
Teacher Professionalism ◽  
Educational Improvement ◽  
Positive Leadership ◽  
And Mathematics

Background: Research on educational leadership has transcended the international sphere. Numerous studies have been developed on this factor of educational improvement. Few is their number, contextualized in the mathematics area and specifically the teachers. Methods: This paper presents a systematic review that highlights the importance of school leadership and mathematics education, providing empirical evidence on the positive impact that the former has on the latter. The method has been adapted to the guidelines promulgated in the PRISMA declaration, to ensure its systematicity. Results: Regarding the results, most of the research included in this review has found positive leadership effects on teacher professionalism, teaching and learning processes, and student performance. Conclusions: As limitations, the prescriptive nature of legislation and organizational structures has been found, which impedes the implementation of more effective leadership modalities.

The impact of generative school leadership on student performance: The case of Saudi Arabia

2020 ◽  
pp. 089202062096311
Author(s):  
Abdullah Alghulayqah
Keyword(s):  
Saudi Arabia ◽  
School Leadership ◽  
Student Performance ◽  
High School Principals ◽  
School Principals ◽  
Strong Impact ◽  
Practitioner Training ◽  
Generative Leadership ◽  
High Degree ◽  
The Impact

The primary aim of this study is to facilitate interactions among the generative school leadership of high school principals in Riyadh, Saudi Arabia, to take responsibility for student performance. Existing research suggests that generative leadership is based on the principles of inclusiveness, employee creativity, knowledge transfer and delegation. The sample is based from nine principals from large high schools. To investigate this issue, this qualitative study assesses and analyses interviews and comments from participants. The findings show the high degree of centralisation and traditionalism of the Saudi Arabian educational sector, affecting creativity and inclusiveness, have a strong impact on student performance. The author recommends implementing teacher practitioner training to implement open-ended tasks teaching practices.

A systematic review of conceptual models and methodologies in research on school principals in Iran

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rezvan Hosseingholizadeh ◽  
Atefeh Sharif ◽  
Nafiseh Taghizadeh Kerman
Keyword(s):  
Systematic Review ◽  
School Leadership ◽  
Cultural Values ◽  
Quantitative Research ◽  
Conceptual Models ◽  
School Principals ◽  
Empirical Studies ◽  
Research Approach ◽  
Leadership Studies ◽  
Content Type

PurposeThis study aims to present a review of topics, conceptual models and methodologies in research on Iranian school principals over the past four decades.Design/methodology/approachThe study adopted a descriptive quantitative form of a systematic review of research to analyze topics, conceptual models and methodologies employed in 565 studies published by Iranian scholars in the national and international databases.FindingsThe content analysis of the studies revealed the increasing interest of the Iranian scholars in the two topical foci, namely, the school leadership models and principal profile, with a focus on the direct-effects (Model B) and the antecedent-effects (Model A). The evidence also suggests the disinclination of the researchers to study leadership concerning student learning outcomes. The most frequently used school leadership model in the Iranian schools has been transformational leadership, while the distributive/collaborative and instructional leadership studies were few. The scholars have mostly relied on a survey-based quantitative research approach, using correlation analysis techniques.Practical implicationsThe findings suggest that despite the increasing global acceptance of school leadership, its implementation in practice is inevitably shaped by the institutional policies and cultural values of different societies.Social implicationsThe findings of this study strengthen the supposition that the differences in school leadership across societies are influenced by various cultural and contextual factors.Originality/valueThis paper is the first systematic review of the empirical studies that present insight into topics, conceptual models and methodologies in research on school principals in Iran.

scholarly journals What Is the Role of Emotions in Educational Leaders’ Decision Making? Proposing an Organizing Framework

2020 ◽  
pp. 0013161X2093885
Author(s):  
Yinying Wang
Keyword(s):  
Decision Making ◽  
Organizational Behavior ◽  
School Leadership ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Preparation Programs ◽  
Organizational Contexts ◽  
Trait Affect ◽  
The Moment

Purpose: Emotions have a pervasive, predictable, sometimes deleterious but other times instrumental effect on decision making. Yet the influence of emotions on educational leaders’ decision making has been largely underexplored. To optimize educational leaders’ decision making, this article builds on the prevailing data-driven decision-making approach, and proposes an organizing framework of educational leaders’ emotions in decision making by drawing on converging empirical evidence from multiple disciplines (e.g., administrative science, psychology, behavioral economics, cognitive neuroscience, and neuroeconomics) intersecting emotions, decision making, and organizational behavior. Proposed Framework: The proposed organizing framework of educational leaders’ emotions in decision making includes four core propositions: (1) decisions are the outcomes of the interactions between emotions and cognition; (2) at the moment of decision making, emotions have a pervasive, predictable impact on decision making; (3) before making decisions, leaders’ individual differences (e.g., trait affect and power) and organizational contexts (e.g., organizational justice and emotional contagion) have a bearing on leaders’ emotions and decision making; and (4) postdecision behavioral responses trigger more emotions (e.g., regret, guilt, and shame) which, in turn, influence the next cycle of decision-making process. Implications: The proposed framework calls for not only an intensified scholarly inquiry into educational leaders’ emotions and decision making but also an adequate training on emotions in school leadership preparation programs and professional development.

Experience-Based Leadership Training: Reflections of African-American School Leaders

1995 ◽  
Vol 5 (3) ◽  
pp. 272-307 ◽  
Author(s):  
Maenette K. P. Benham ◽  
Edward Shepard
Keyword(s):  
African American ◽  
School Leadership ◽  
Leadership Training ◽  
Teaching And Learning ◽  
School Leaders ◽  
Leadership Preparation ◽  
The United States ◽  
American School ◽  
Preparation Programs ◽  
Professional Experiences

A variety of innovative pedagogues focused on improving school leadership preparation programs are currently under way throughout the United States. Coupled with these fresh approaches to teaching and learning that center on exploring the professional knowledge of the practitioner, more institutions are actively recruiting school leaders who represent a range of ethnic backgrounds. The intent of the following paper is to examine the usefulness of one innovative instructional approach, an experientially-based leadership retreat, for five African-American school leaders. The stories presented in this paper attempt to link the participants’ lives and professional experiences to the leadership retreat to answer the question “What did they learn about themselves through this experience?” The emergent themes have universal value and positive implications for current and future leadership preparation programs.

The Professional Learning Needs of School Principals

2020 ◽  
pp. 194277512093393
Author(s):  
Arvin D. Johnson ◽  
Nicholas Clegorne ◽  
Sheryl J. Croft ◽  
Angela Y. Ford
Keyword(s):  
Qualitative Research ◽  
Professional Learning ◽  
School Principals ◽  
Southeastern United States ◽  
Leadership Preparation ◽  
Learning Needs ◽  
School Superintendents ◽  
Preparation Programs ◽  
Formal Support ◽  
Principal Perception

The purpose of this qualitative research was to identify the preparation needs of principals through the lens of school superintendents in the southeastern United States. This research was based on a collaborative university, multi-school district partnership. Superintendents were interviewed to determine their perceptions regarding the professional learning needs of principals. Three themes emerged from the analysis:(a) principal perception of community matters, (b) formal support is necessary, but challenging to schedule and scope, and (c) instructional and operational leadership are differentiated. These findings present several implications for university and district-based leadership preparation programs, both individually and collaboratively.

School principals’ understandings of student difference and diversity and how these understandings influence their work

2019 ◽  
Vol 34 (3) ◽  
pp. 518-534
Author(s):  
Katina Pollock ◽  
Patricia Briscoe
Keyword(s):  
School Leadership ◽  
Professional Learning ◽  
School Principals ◽  
School Principal ◽  
Local Context ◽  
Multiple Sources ◽  
School Site ◽  
Preparation Programs ◽  
Content Type ◽  
Global Citizens

Purpose The purpose of this paper is to explore how Ontario principals make sense of difference within student populations and how this sensemaking influences how they do their work. Design/methodology/approach The paper reports on a qualitative study in Ontario, Canada that included 59 semistructured interviews with school principals from English public, secular school districts in Southern Ontario. Findings Four themes emerged in principals’ descriptions of student populations: perceiving everyone as the same, or homogeneous; perceiving visible differences associated with particular religions, race and cultures; perceiving invisible or less visible differences, such as academic differences, socioeconomic status, mental health issues, gender identity and sexual orientation; and perceiving both visible and less visible differences through an inclusive lens. When asked about how their understanding of difference influenced how they did their work, principals’ responses varied from not influencing their work at all to influencing practices and activities. Participants’ context – both personal and local – influenced some of the work they did in their role as school principal. Lastly, multiple sources of disconnect emerged between how principals understood difference and the practices that they engage in at their school site; between their sensemaking about difference and diversity and preparing students for the twenty-first century competencies as global citizens; and between principals’ understanding of difference and diversity and existing provincial policy. Research limitations/implications Study insights not only contribute to an existing body of literature that examines principals’ sensemaking around difference, but also extend this line of inquiry to consider how this sensemaking influences their professional practice. These findings pose additional research questions about how to approach principal professional learning for inclusive and equitable education. For example, even though principals are contractually responsible for students in their care, why is it that their efforts toward equitable and inclusive schooling appear to be limited to the school site and not the wider community? Practical implications Study findings can be used to inform principal preparation programs and professional learning opportunities. Namely, these programs should provide the skill development required as well as the time needed for principals to reflect on their local context and beliefs, and to consider how their local context and beliefs are connected to larger societal efforts to create a more inclusive and equitable society. Social implications School leadership is integral to creating and building more inclusive and equitable public education that improves all students’ success at school. As Ontario’s general population becomes increasingly diverse, it is imperative that principals support success for all students; this can only happen if they understand the complexity of difference within their student populations and beyond, how to address these complexities and how their own understandings and beliefs influence their leadership practices. Originality/value Although other papers have examined how principals make sense of difference and diversity in student bodies, this paper also explores how this sensemaking influences how school leaders do their work.

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