DEVELOPMENT AS CORE VALUE OF EDUCATIONAL LEADERSHIP IN THINKING OF SCHOOL LEADERS

2017 ◽  
Author(s):  
Roman Dorczak
Keyword(s):  
Educational Leadership ◽  
School Leaders ◽  
Core Value

School Leaders’ Practice of the Ethics of Educational Leadership to Make Decisions

2018 ◽  
Vol 4 (1) ◽  
pp. 10-34
Author(s):  
Mohammed Assiri
Keyword(s):  
Educational Leadership ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
School Leaders ◽  
Leadership Skills ◽  
Common Factors ◽  
Teaching Experience ◽  
Structured Interview ◽  
School Year ◽  
Ethical Decisions

Abstract This study aimed to investigate the extent to which school leaders practice the ethics of educational leadership to make decisions. A mixed-methods research design was used in this study. The quantitative data of this study were obtained from the participation of 260 teachers, and the qualitative data of this study were collected from nine school leaders. The questionnaire and the semi-structured interview were used to collect the data. The study was conducted during the school year of 2017-2018. The study found that the overall extent to which school leaders practice the ethics of educational leadership to make decisions was classified as “always occurs". The findings showed that there were statistically significant differences between participants with different gender and school levels on the overall and all dimensions of the extent to which school leaders practice the ethics of educational leadership to make decisions, while there were not statistically significant differences between the groups of the participants with different teaching experience. The qualitative findings provided some common factors that influence school leaders’ practice to making ethical decisions. These factors were explained based on two concepts including management knowledge and leadership skills as well as the context of school's culture.

Leading the flock: Examining the characteristics of multicultural school leaders in their quest for equitable schooling

2021 ◽  
pp. 136548022199913
Author(s):  
Brian Vassallo
Keyword(s):  
Educational Leadership ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Critical Incident ◽  
School Leaders ◽  
Daily Routine ◽  
Management Scenarios ◽  
Culturally Responsive Leadership ◽  
Routine Tasks ◽  
Core Characteristics

The quest for educational leaders to enact social and equitable schooling requires ongoing critical transformations that cannot be alienated from contemporary educational discourses and practices. Enacting social justice and equitable schooling poses an unparalleled challenge on the shoulders of risk-taking visionaries, who meticulously attempt to transmit their believes and values into the daily routine tasks at school, rather than plotting futuristic management scenarios. The study seeks to explore the multifaceted role of primary school leaders in the daily struggle to diffuse the principles of Multicultural Education for more just and equitable schooling. For this purpose, qualitative data measures were employed to determine the extent of which participants in the study mirrored the review of literature and research questions. The Critical Incident Technique was particularly useful as it allowed the collection for a large number of incidents occurring over a number of years, from a small number of people in a relatively short time. Analyses proceeded by identifying culturally responsive leadership practices and the application of critical race theory. Results identified seven core characteristics, present in school leaders who professed strong adherence to the principles of Multicultural Education. This suggests the need for emerging models of educational leadership to effectively respond to the increased diversity in our schools and to further establish the connections between multicultural educational leadership and equity schooling.

The Instructional Goals of the School Leadership Program: Future School Leaders’ and Educational Leadership Professors’ Perspectives1

1999 ◽  
Vol 9 (1) ◽  
pp. 79-91
Author(s):  
Jianping Shen ◽  
Chia-Lin Hsieh
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
School Leaders ◽  
National Sample ◽  
Leadership Program ◽  
Instructional Goals ◽  
Future School

Through analyzing data from 147 professors of educational leadership and 457 future school leaders in a national sample, the study (a) inquired into the di mensionality of the instructional goals of the school leadership program and (b) com pared the importance of these instructional goals as perceived by the two groups. It was found that the respondents perceived there were multidimensions to the instruc tional goals of the school leadership program and that there was more similarity than difference between the two groups. Implications of the findings were discussed in terms of developing and improving the school leadership program.

“Getting Bruised, Hurting, and Dirty” in School Leadership

2019 ◽  
pp. 18-42
Author(s):  
Peter P. Grimmett
Keyword(s):  
Educational Leadership ◽  
Public Good ◽  
School Leadership ◽  
School Administration ◽  
School Leaders ◽  
The Public ◽  
Cultural Approach ◽  
Recruiting Teachers ◽  
Practice Of Teaching

Two themes, 1) administrative managerialism and 2) human kinship, are used to theorize an effective approach to educational leadership. The first arises from difficulty in Canada recruiting teachers into school administration. The second emphasizes human kinship, where we speak out of our materiality as an earthling. These themes suggest a leadership profile grounded in valuable experience gained in the practice of teaching. The intent of this chapter is to theorize an approach to leadership that emphasizes a sense of calling toward the public good, where school leaders can engage in the action that nurtures a culture encouraging teachers to be responsibly accountable and students to engage in assiduous study. “Careerists” rarely take time to understand the complexities of a symbolic/cultural approach and the author's claim is that we need to select leaders who understand how to infuse the work of teaching with value, meaning, passion, and purpose.

Professional Standards for Educational Leadership

2020 ◽  
Author(s):  
Michelle D. Young
Keyword(s):  
Educational Leadership ◽  
Educational Administration ◽  
School Leaders ◽  
National Policy ◽  
Leadership Preparation ◽  
The United States ◽  
National Standards ◽  
Professional Standards ◽  
School Level ◽  
Professional Fields

Standards are used in a variety of professional fields to identify core elements of practice within the field as well as to describe a desired level of performance. The first set of standards for the field of educational leadership in the United States was introduced in 1996 by the Interstate School Leaders Licensure Consortium (ISLLC). Since then, they have become the de facto national standards for educational leaders. The ISLLC standards have been updated three times and were recently renamed Professional Standards for School Leaders (PSEL) under the authority of the National Policy Board for Educational Administration (NPBEA). Over this same period of time, multiple sets of sister standards (e.g., standards for leadership preparation) have emerged as have evaluation tools and practice resources. Soon after their release, a variety of concerns were raised about the standards and their potential impact on the practice of education leadership, particularly school level leadership. Some argued that the standards were too broad, while others argued that they were too specific. Similarly, concerns were raised about the focus of the standards and what was left out or only weakly included. These and other concerns continued to plague newer versions of the standards. Concerns notwithstanding, today, educational leadership standards are fully embedded in the lifeworld of the educational leadership profession. They have been adopted and adapted by states, districts, professional organizations, and accrediting bodies and used in a variety of ways, including: setting expectations for educational leadership preparation and practice, state certification, leadership recruitment, professional development and support, and evaluating leadership practice.

Preparing transformative leaders for diversity, immigration, and equitable expectations for school-wide excellence

2017 ◽  
Vol 31 (5) ◽  
pp. 661-678 ◽  
Author(s):  
Daniel D. Liou ◽  
Carl Hermanns
Keyword(s):  
Educational Leadership ◽  
Narrative Inquiry ◽  
Demographic Change ◽  
School Leaders ◽  
Transformative Leadership ◽  
Leadership Studies ◽  
Leadership Program ◽  
Content Type ◽  
Diverse Student Populations ◽  
Diverse Student

Purpose The purpose of this paper is to describe and analyze an Arizona university’s educational leadership program and the revisioning/restructuring process that program faculty have engaged in to ensure that the program provides aspiring school leaders with the conceptual knowledge, dispositions, and skills necessary to transform their schools in ways that directly address the needs of Arizona’s increasing diverse student population and ensures equitable and excellent educational opportunities for every student. Design/methodology/approach Through a narrative inquiry approach (Clandinin, 2006), this study examined the Sonoran Leadership Academy and how the program faculty prepared aspiring school leaders to meet the needs of Arizona’s changing demographics. Findings The findings indicate that the program faculty have been able to work collaboratively to establish an ecological framework of transformative leadership to develop aspiring school principals’ dispositions to tackle systemic racism and practices associated with deficit thinking and low expectations of diverse student populations. By more explicitly and seamlessly weaving concepts and skills related to race, racism, and the structures and cultures that can either perpetuate or disrupt inequitable treatment of diverse student populations throughout all of the courses and experiences of the program, the program faculty made substantial progress in supporting their students to meet the program outcomes around equity and excellence and transformative leadership. Research limitations/implications The knowledge generated from this study is limited to one specific educational leadership program in Arizona, but the conceptual framework emerged from the study has implications on how educational leadership programs can embark on a similar revision effort to ensure that leadership studies is responsive to the issues of race and racism in the context of schooling and demographic change. Practical implications The results of this study will operationalize a new conceptual model to demonstrate concrete effective teaching practices on ways to prepare school leaders for diversity and demographic change. Social implications By the year 2050, it is estimated that white Americans will no longer make up the majority of the population in the USA. Since the school system has historically been envisioned as the bedrock of democracy, there is a pressing need for the educational system to respond to issues related to this demographic change and to prepare effective school leaders to establish conditions of equity and excellence for all children across multiple forms of diversity in their local schools. Originality/value This study contributes to scholarship in several ways. First, it introduces the field of educational leadership to an antiracist framework for critical race leadership studies and principal preparation. Second, it methodologically contributes to educational studies by using narrative inquiry to understand the experiences of those who are situated in the research context. Third, the paper connects theory to practice by identifying specific strategies on how to revise a program to meet the needs of diverse K-12 student populations, and how these efforts are connected to the university classrooms in the ways school leaders are prepared for transformative leadership.

scholarly journals Challenges that contribute to low participation of women in educational leadership at government primary schools, Ethiopia

2020 ◽  
Vol 10 (3) ◽  
pp. 109-122
Author(s):  
Asrat Dagnew ◽  
Abebe Yirdaw ◽  
Selamawit Asrat
Keyword(s):  
Educational Leadership ◽  
Role Models ◽  
Primary Schools ◽  
School Leaders ◽  
Work And Family ◽  
The Self ◽  
Fear Of Success ◽  
Self Image ◽  
Women's Participation ◽  
Leadership Competence

The purpose of this study was to investigate the challenges affecting women’s participation in educational leadership. The participants were 106 teachers and 24 school leaders. The respondents were selected using stratified random sampling, purposive sampling and comprehensive sampling methods. The findings from the study revealed that the perception of school leaders and teachers was high towards women leaders’ ability, skill and leadership competence. Despite their ability and competence, women are still largely underrepresented in the leadership of primary schools. There were several challenges at the self-image, organisational and societal levels preventing qualified women from ascending to junior positions in primary schools. At the self-image level, challenges such as women still acknowledging the world as masculine, women’s fear of balancing professional work and family responsibility, fear of success in achievement, lack of mentor and role models, reluctance of women to hold position of power, lack of awareness and knowledge of organisational culture were found to be deterring women from taking up leadership positions. In addition, cultural challenges such as cultural and religious sentiment with regard to women inferior to men, male prejudice reflecting stereotype women as less acceptant than men in society, misconception of the society about women’s roles, girls and boys being socialised by different roles and expectation in the society were seen as major hindrances of women’s participation in educational leadership in the study area.   Keywords: Educational leadership, challenges, contribute, participation, primary school.            

scholarly journals Kecerdasan Emosional dalam Kepemimpinan Pendidikan

2019 ◽  
Vol 2 (1) ◽  
pp. 60-68
Author(s):  
Antonius Remigius Abi
Keyword(s):  
Educational Leadership ◽  
School Leaders ◽  
Social Awareness ◽  
Self Management ◽  
Self Awareness ◽  
Educational Community ◽  
Social Community ◽  
Whole School ◽  
The Social ◽  
Skill Management

Educational leadership that has the criterion of emotional quotient is the leader with the ability to influence the educational community through self-awareness and self-management. This ability helps school leaders to understand the society. In other words, the leader has the social awareness and skill management. It is the skill to interact with the shcool community their wants. In addition, the school leaders are required to be honest to their selves and the whole educational community for their building of self strength, self-conscience, honor, and responsibility to the whole school community. To conclude that the cooperation between leaders and society (social community) the goal of the education will be achieved. Abstrak: Kepemimpinan pendidikan yang memiliki kriteria quatition emosional adalah kepemimpinan dengan kemampuan untuk mempengaruhi komunitas pendidikan melalui kesadaran diri dan manajemen diri. Kemampuan ini membantu para pemimpin sekolah untuk memahami masyarakat. Dengan kata lain, pemimpin memiliki kesadaran sosial dan manajemen keterampilan. Ini adalah keterampilan untuk berinteraksi dengan komunitas shcool yang mereka inginkan. Selain itu, para pemimpin sekolah dituntut untuk jujur pada diri mereka sendiri dan seluruh komunitas pendidikan untuk membangun kekuatan diri, hati nurani, kehormatan, dan tanggung jawab mereka kepada seluruh komunitas sekolah. Untuk menyimpulkan bahwa kerja sama antara para pemimpin dan masyarakat (komunitas sosial) tujuan pendidikan akan tercapai.

The Impact of Black Women Educational Leaders on Student Achievement

2020 ◽  
Author(s):  
Terri N. Watson ◽  
Patrice A. McClellan
Keyword(s):  
Student Achievement ◽  
Black Women ◽  
Educational Leadership ◽  
White Women ◽  
School Leaders ◽  
Educational Leaders ◽  
White Men ◽  
Nel Noddings ◽  
The Impact ◽  
Women Educational Leaders

What is the relationship between educational leadership, student achievement, and what we know about Black women? For one, while educational leadership is closely associated with student achievement, school leaders were found to have little, if any, direct effect on student achievement. Black women, on the other hand, are rarely mentioned in regard to student achievement, yet their efficacy is unparalleled. Black women should be listed alongside often-cited theorists, including John Dewey, James MacGregor Burns, Nel Noddings, and the Brazilian educationalist Paulo Freire, as they have made significant contributions to the field of educational leadership. These trailblazers include Frances (Fanny) Jackson Coppin, Sarah J. Smith Tompkins Garnet, Mary Jane Patterson, and Anna Julia Cooper. As Black women and professors of educational leadership, we have an obligation to ourselves, our communities, and the next generation of school leaders to reframe and extend the narratives surrounding educational leadership, student achievement, and Black women. Most research focused on educational leadership and student achievement includes neither the perspectives nor contributions of Black women educational leaders. Extant educational leadership literatures largely chronicle the perspectives of White men and rely on theories established by other White men. Moreover, student achievement is most often attributed to teachers, roles primarily occupied by White women. These correlations negate and further marginalize Black women educational leaders, who, despite the fact they have successfully led schools and are effective instructional leaders, remain untapped resources. Black Feminist Theory provides a framework to explore the lived experiences and contributions of groundbreaking Black women educational leaders. The knowledge gleaned from these “firsts” will proffer invaluable lessons to the field of educational leadership.

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