scholarly journals Current Trends In Educational Leadership For Student Success Plus Facilities Planning And Designing

2011 ◽  
Vol 4 (1) ◽  
pp. 1 ◽  
Author(s):  
Ann Hilliard ◽  
Barbara Talbert Jackson
Keyword(s):  
No Child Left Behind ◽  
Leadership Development ◽  
School Leadership ◽  
School Safety ◽  
School Leaders ◽  
Daily Basis ◽  
School Leader ◽  
Leadership Standards ◽  
Use Of Technology ◽  
Special Programs

Many school leaders today are experiencing many challenges to ensure that their schools are successful.  Since the passage of No Child Left Behind Act, school leaders have been faced with making sure that all students, regardless of language and/or background, are successful on the state assessment test.  If students do not make AYP Annual Yearly Progress based on set standards, the school leader is viewed as not being effective.  The school leader/administrator is at the front-line for their school’s progress on a daily basis and just to name a few items, school safety, appropriate curriculum and accommodations for students, high quality instruction service to all students and utilizing technology to enhance instruction and management tasks (Lashway, 2003).  This research paper will discuss aspects and trends in leadership in the following areas:  leadership standards, leadership development, shared leadership, support for school leadership, change in mission, facility planning and designing, classroom configuration, use of school time, early programs, special programs, school transfer, use of technology and virtual schools.

Confronting methodological challenges in studying school leader time use through technological advancements

2017 ◽  
Vol 46 (4) ◽  
pp. 659-678 ◽  
Author(s):  
Craig Hochbein ◽  
Bridget V Dever ◽  
George White ◽  
Linda Mayger ◽  
Emily Gallagher
Keyword(s):  
School Leadership ◽  
Time Use ◽  
Overall Response Rate ◽  
School Leaders ◽  
New Technology ◽  
Extended Period ◽  
School Leader ◽  
Sampling Methodology ◽  
The Hours

Among the multitude of studies that have examined an array of variables related to school leadership, only a small percentage have rigorously examined how school leaders spend their time. The complex role of school leaders poses challenges to common methods of collecting data about school leader time use, which subsequently threaten the validity of researchers’ claims. In this study we identified three prevalent challenges to studying school leader time use, and applied technological advancements in an event sampling methodology framework to mitigate the challenges associated with studying school leader time use. We used new technology and event sampling methodology to collect data, between the hours of 8 a.m. and 8 p.m. during 28 consecutive days, on the time use of 11 school leaders. Our system of notification and response achieved an overall response rate of 85% and enabled the collection of school leaders’ perceptions of their time use as they worked in multiple locations over an extended period of time. Finally, we have proposed a research agenda to study rigorously the time use of school leaders.

scholarly journals Unfolding of Filipino School Leadership Experiences in Doha, Qatar

2020 ◽  
Vol 16 (1) ◽  
pp. 97
Author(s):  
Kris Anne Del Rosario ◽  
Inero Ancho
Keyword(s):  
School Leadership ◽  
Lived Experiences ◽  
School Leaders ◽  
International Schools ◽  
School Management ◽  
School Leader ◽  
Capital City ◽  
Educational Institutions ◽  
Leadership Experiences ◽  
Filipino Teachers

Due to internationalization, Qatar is hiring foreign educators and leaders to share expertise in their country. Filipinos are mostly hired as domestic helpers, yet there are also Filipino leaders in educational institutions that exist, particularly in the capital city Doha. The researchers find it significant to examine the experiences of Filipino teachers abroad, due to the rising number of educators and school leaders in Qatar. Romanowski et al. (2018) cited that there is a very few studies regarding principalship and diversity of educators notwithstanding the enormous knowledge of research that emphasize leadership in school and diversity of students. The study attempts to unfold the lived experiences of Filipino school managers in international schools in Doha, Qatar specifically with:  1) the experiences of Filipino school managers in terms of:  (a) Planning; (b) Organizing; (c) Leading and (d) Controlling.   2) The challenges of being a school leader in international schools in Doha. Four (4) themes emerged from the study with subthemes that depicted the experiences and challenges of Filipino school leaders.  Theme 1 explains the Filipino school leaders in complying with mandates and policies.  Theme 2 discusses the Filipino school leaders in adapting with culture.  Theme 3 defines the Filipino school leaders conforming with programs.  Theme 4 depicts the Filipino school leaders in conforming with resources. The study is beneficial to the aspiring and current school leaders not only to Filipinos, but also to other nationalities interested in or are presently managing international schools in Doha. KEYWORDS: school leadership, school management, Filipino principals, experiences, culture

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 School Leader Relationships

2016 ◽  
Vol 1 (2) ◽  
pp. 19-26
Author(s):  
Kara Lasater
Keyword(s):  
Professional Development ◽  
School Leadership ◽  
School Leaders ◽  
School Leader ◽  
Relationship Development ◽  
Complex Nature ◽  
Stakeholder Groups ◽  
Explicit Training ◽  
Meaningful Relationships ◽  
Difficult Situations

An important aspect of school leadership is relationship development, but developing meaningful relationships as a school leader is challenging. School leader relationships are challenged by diverse stakeholder groups, varied contexts, and difficult situations. The complex nature of school leader relationships necessitates explicit training for leaders on relational skills. The purpose of this paper is to provide professional development recommendations for school leaders regarding three aspects of relationships: rapport, trust, and communication. Specific ideas for school leaders regarding how to establish rapport, trust, and effective communication are discussed. Finally, the use of structured role-play is discussed as the recommended approach to professional development for school leader relationships.

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.

Holistic School Leadership: Development of Systems Thinking in School Leaders

2018 ◽  
Vol 120 (2) ◽  
pp. 1-40
Author(s):  
Haim Shared ◽  
Chen Schechter
Keyword(s):  
Data Analysis ◽  
Leadership Development ◽  
School Leadership ◽  
Systems Thinking ◽  
School Leaders ◽  
Holistic Approach ◽  
Maturity Stage ◽  
Preparation Programs ◽  
Research Attention ◽  
Prospective Principals

Background Systems thinking is a holistic approach that puts the study of wholes before that of parts. It does not try to break systems down into parts in order to understand them; instead, it focuses attention on how the parts act together in networks of interactions. Purpose This study explored the development of holistic school leadership— an approach where principals lead schools through the systems thinking concept and procedures— over principals’ different career stages, a topic that has received little research attention. Research Design Qualitative data were collected via 82 semistructured interviews, six focus groups, and 27 observations of three groups of principals: (a) prospective principals— 24 students attending three principal preparation programs; (b) novice principals— follow-up on 11 prospective principals during their first year after appointment; and (c) experienced principals— eight principals holding that position for 5+ years. Data analysis was conducted by generating themes through an inductive process of condensing, coding, categorizing, and theorizing. Findings Data analysis indicated that the development of systems thinking in school leaders consists of five stages: (a) preservice stage, typified by an expansion of view; (b) survival stage, typified by a slowdown in the development of systems thinking; (c) consolidation stage, typified by a gradual development of systems thinking; (d) role maturity stage, typified by a systemic view; and (e) possible decline stage, typified by some degree of difficulty to think systemically. Conclusions Systems thinking is not equally applicable to aspiring, novice, midcareer, and veteran school principals. This study's findings may help identify ways to enhance and accelerate the development of systems thinking in prospective and currently performing principals in a way that is compatible with the unique features and context of their specific stage.

Coaching: an approach for leadership development in the Singapore education system

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zoe Suan Loy Boon
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
Education System ◽  
Cultural Context ◽  
Positive Impact ◽  
School Leaders ◽  
Qualitative Inquiry ◽  
The Body ◽  
Beginning Principals ◽  
Content Type

PurposeThis paper aims to explore coaching as an approach to developing school leaders in the Singapore education system. It takes a close look at the nature of coaching experiences of beginning principals and principal-trainers, as well as the related benefits and challenges.Design/methodology/approachA qualitative inquiry approach was adopted, and four beginning principals and three principal-trainers were interviewed. An emergent coding method was deployed in data analysis.FindingsBeginning principals described a positive, helpful and empowering coaching experience when coached by principal-trainers. The latter skillfully asked questions in a safe, non-threatening space for deeper self-reflection. In the process, beginning principals gained greater self-awareness and self-empowerment, and appreciated the shared context of school leadership. While coaching is a useful leadership development approach, inherent implementation challenges were identified.Research limitations/implicationsCoaching as a system-wide strategy to support school leaders in Singapore has only recently been implemented. Further research using a larger sample is recommended as coaching becomes more pervasive.Practical implicationsThe findings revealed a compelling case for a more pervasive adoption of coaching as an approach to support leadership development. Coaching facilitates effective school leadership, and there is scope for self-coaching, peer coaching and coach supervision of principals, middle leaders and classroom teachers.Originality/valueThis paper highlights the nature and positive impact of principalship coaching within a specific policy and cultural context of the Singapore education system. It adds to the body of literature on principal preparation, development and support.

scholarly journals School Autonomy and Leadership in Lithuania: Can School Leaders Help Schools to Take a Step forward ?

2013 ◽  
Vol 6 (1) ◽  
pp. 61-78 ◽  
Author(s):  
Marlies Honingh ◽  
Jolanta Urbanovič
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
School Organization ◽  
Strategic Thinking ◽  
School Leader ◽  
School Autonomy ◽  
Head Of School ◽  
General Management ◽  
Clear Vision ◽  
Further Development

Abstract In the literature, the school leader (head of school) is considered a key figure in strengthening school autonomy and stimulating the further development of the school organization. To improve the functioning of school leaders a centralized assessment of all candidates who want to become school leaders was introduced in Lithuania in 2011. The findings of a qualitative study into the first experiences with the assessment provide a deeper understanding of current school leadership problems in Lithuania. A comparison of these findings with the literature on school leadership and the assumptions underlying the recently changed school-leader appointment procedure reveal the lack of a clear vision on school leadership. Some general management competences - such as managing and motivating people, making decisions and strategic thinking - are underdeveloped.

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 Transformational Leadership Style Training for School Leaders

2020 ◽  
Vol 6 (1) ◽  
pp. 17-34
Author(s):  
Neelam Nisar ◽  
Abid Shahzad ◽  
Mehartab Rabica
Keyword(s):  
Transformational Leadership ◽  
Leadership Development ◽  
School Leadership ◽  
Leadership Style ◽  
School Leaders ◽  
Relevant Literature ◽  
Leadership Skills ◽  
Public And Private ◽  
Quasi Experimental ◽  
Transformational Leadership Style

This research focused on the training of school leaders in transformational leadership - which is recommended for educational leaders all over the world (Alkhasawneh, 2018) - and to determine if it impacts their leadership skills or not. Based on relevant literature and training need analysis, training was planned and given to 120 in-service school heads for one month. The research was quasi-experimental that used a one-group pre-test post-test design because no similar group was available. The experimental group was divided into two groups; public and private, for a comparison. Also, a follow-up study was conducted to keep it nearer to the experimental approach. The training delivered to the school principals comprised of selected content about the concept of leadership and transformational leadership. This content was reinforced by real-world examples and relevant leadership activities. Participants were assessed under pre-defined grading criteria that were their attendance, participation, and performance in quizzes and assignments during the training. After completion, they were observed and evaluated for their leadership skills at their workplaces and awarded with the points. This quantitative data were analyzed by using mean, standard deviation, and paired sample t-test for knowing and comparing the results. It was found that the transformational leadership style training had improved the effectiveness and leadership skills of school leaders. Similar training courses have been endorsed by training participants for enhancing the leadership styles of school leaders. Keywords: School Leadership, Transformational Leadership Development, School Leadership Development, Transformational Leadership in Schools

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