scholarly journals Developments in Transformational School Leadership Research: A Systematic Review

2020 ◽  
Vol 8 (3) ◽  
pp. 1-17
Author(s):  
Ali Çağatay Kılınç ◽  
Mahmut Polatcan ◽  
Tuba Yaldız
Keyword(s):  
Systematic Review ◽  
School Leadership ◽  
Leadership Research

A systematic review and thematic synthesis of research on school leadership in the Republic of Ireland

2019 ◽  
Vol 57 (6) ◽  
pp. 675-689 ◽  
Author(s):  
Gavin Murphy
Keyword(s):  
Systematic Review ◽  
School Leadership ◽  
Future Directions ◽  
Content Type ◽  
Republic Of Ireland ◽  
Thematic Synthesis ◽  
The Republic ◽  
Secondary School Leadership ◽  
Leadership Research ◽  
Practical Implications

Purpose The purpose of this paper is to review and generate themes evident in research on primary and post-primary (secondary) school leadership in the Republic of Ireland (Ireland) from 2008 to 2018. Design/methodology/approach This paper follows the steps of a systematic review and thematic synthesis. Findings Following the review, six themes are identified and described, summarising the most current school leadership research in Ireland. Practical implications Potential future directions of research are identified. Originality/value No review of research on school leadership in Ireland is currently available and this is timely given the policy context’s recent focus on school leadership. The steps taken to conduct the review are clearly outlined.

Shadowing school principals: what do we learn?

2017 ◽  
Vol 47 (1) ◽  
pp. 91-109 ◽  
Author(s):  
Pierre Tulowitzki
Keyword(s):  
School Leadership ◽  
School Principals ◽  
Business Management ◽  
Management Research ◽  
Research Questions ◽  
Leadership Research

While shadowing as a method has been analysed and discussed, these discussions have often been focused on (business) management research as opposed to school leadership research. Additionally, little attention has so far been paid to the parameters of shadowing. Without knowledge of these matters, the validity, merits and difficulties of shadowing and data collected through shadowing are impossible to assess. This contribution aims at tackling these issues. First, it attempts to offer an overview of shadowing. Next, studies on school principals making use of shadowing are analysed, guided by the following research questions: What are the aims of the studies? How is shadowing defined by the author(s)? What are the parameters of the shadowing activities (duration, observers, observed persons)? What are the categories of observation? In conjunction with what other – if any – methods is shadowing used? What – if any – merits or pitfalls of shadowing are discussed? Finally, implications of the current use of shadowing are discussed and suggestions are offered to address desiderata uncovered during the analysis as well as to further develop the method.

Using Narrative Inquiry to Explore “Wicked Problems” in Educational Leadership in the Anthropocene

2019 ◽  
pp. 144-167
Author(s):  
Nandakumar Mayakestan ◽  
Gopinathan Sarvanathan
Keyword(s):  
Educational Leadership ◽  
Narrative Inquiry ◽  
School Leadership ◽  
Wicked Problems ◽  
Human Condition ◽  
Validity And Reliability ◽  
Leadership Practice ◽  
Critical Issues ◽  
Viable Approach ◽  
Leadership Research

A highly contested issue in educational leadership research is the place of narrative inquiry to study school leadership practice. While the study of narratives has had long epistemological roots in the works of Dewey, Bruner, Clandinin, and Connelly, its potential for revealing the human condition and providing deeper insights into critical issues like power, inequity, social justice, and oppression is often underestimated. Moreover, the method has also drawn much debate for its limitations ranging from its highly reflexive nature to issues of validity and reliability of “storied” experiences. This chapter outlines some arguments for the use of narrative inquiry and suggests a nuanced and expanded understanding of the method as a viable approach to study “wicked” problems in the age of Anthropocene. The chapter also aims to inspire further discussions of how narrative inquiry could be further re-conceptualized to study educational leadership in the anthropogenic era.

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.

scholarly journals Using Data Mining in Educational Administration: A Case Study on Improving School Attendance

2020 ◽  
Vol 10 (9) ◽  
pp. 3116 ◽  
Author(s):  
Raymond Moodley ◽  
Francisco Chiclana ◽  
Jenny Carter ◽  
Fabio Caraffini
Keyword(s):  
School Leadership ◽  
Educational Administration ◽  
School Attendance ◽  
Novel Approach ◽  
Negative Impacts ◽  
Using Data ◽  
The Uk ◽  
Leadership Research ◽  
Future Work

Pupil absenteeism remains a significant problem for schools across the globe with negative impacts on overall pupil performance being well-documented. Whilst all schools continue to emphasize good attendance, some schools still find it difficult to reach the required average attendance, which in the UK is 96%. A novel approach is proposed to help schools improve attendance that leverages the market target model, which is built on association rule mining and probability theory, to target sessions that are most impactful to overall poor attendance. Tests conducted at Willen Primary School, in Milton Keynes, UK, showed that significant improvements can be made to overall attendance, attendance in the target session, and persistent (chronic) absenteeism, through the use of this approach. The paper concludes by discussing school leadership, research implications, and highlights future work which includes the development of a software program that can be rolled-out to other schools.

scholarly journals Emergence in School Systems: Lessons from Complexity and Pedagogical Leadership

2021 ◽  
pp. 65-82
Author(s):  
Gabriela Alonso-Yanez ◽  
Armando Paulino Preciado-Babb ◽  
Barbara Brown ◽  
Sharon Friesen
Keyword(s):  
School Improvement ◽  
School Leadership ◽  
Low Income ◽  
Leadership Practices ◽  
Linguistically Diverse ◽  
School Systems ◽  
Urban Centre ◽  
Complexity Thinking ◽  
Leadership Research ◽  
Standardized Examinations

The theoretical framework for this study draws on conceptual advances from two bodies of scholarship: 1) complexity thinking in education, which has recently focused on school system change and, 2) school leadership research, which has recently attended to the effects of leadership interventions to school improvement. Using a complexity-thinking framework, the purpose of this study was to understand how leadership practices contribute to shaping change in school systems and how change occurred across the system. Our study was conducted in an urban centre in Alberta within a public-school jurisdiction and in an area of the city that had a high population of students from culturally and linguistically diverse backgrounds from low-income households compared to other areas across the school jurisdiction. Students in this area typically scored in the lowest quartile on provincial standardized examinations. Our findings are significant because complexity thinking in the context of school leadership has not received sufficient empirical attention. In our study we identified and described pedagogical leadership practices that play a central role in redressing disparities currently found in schools.

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.

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