scholarly journals The Phenomenon of Leading without Guidebook: Educational Leadership Practices of Philippine School Principals in Virulent COVID-19 Times

2021 ◽  
Author(s):  
Michael B. Cahapay
Keyword(s):  
Educational Leadership ◽  
Leadership Practices ◽  
School Principals ◽  
Educational Leadership Practices

scholarly journals The Phenomenon of Leading without Guidebook: Educational Leadership Practices of Philippine School Principals in Virulent COVID-19 Times

2021 ◽  
Author(s):  
Michael B. Cahapay
Keyword(s):  
Educational Leadership ◽  
Lived Experience ◽  
Leadership Practices ◽  
School Principals ◽  
Educational Leaders ◽  
Adaptive Leadership ◽  
Educational Institutions ◽  
Analysis Method ◽  
Educational Leadership Practices ◽  
Emerging Themes

The school principals play a pivotal role in leading educational institutions. Their lived experience as educational leaders in the context of a virulent crisis, however, is largely unexplored. This paper sought to discover the essence of educational leadership practices of school principals in the context of the current COVID-19 crisis. Following phenomenology as a research design, the researcher explored the world of six Filipino school principals through interview procedures. The analysis method developed by Colaizzi (1978) was used. The results revealed six emerging themes of educational leadership practices during a crisis as follows: 1.) navigating the crisis with adaptive leadership; 2.) cultivating practices in crisis management; 3.) managing through the machine; 4.) freezing the standards and patterns; 5.) promoting inclusivity in the new normal, and 6.) caring first for what is essential. These themes form the basis of the description and structure of the phenomenon offered at the end of the paper. Considering the present scarcity of knowledge on how school principals respond in times of crisis, this paper provides insights into educational leadership practices within the context of the COVID-19 situation

scholarly journals Expanding Educational Leadership Theories through Qualitative Relational Methodologies

2018 ◽  
Vol 11 (22) ◽  
pp. 75-86
Author(s):  
Brigitte Smit
Keyword(s):  
Educational Leadership ◽  
Narrative Inquiry ◽  
Leadership Styles ◽  
Empirical Data ◽  
Leadership Practices ◽  
School Principals ◽  
Relational Ethics ◽  
Relational Leadership ◽  
Leadership Theories ◽  
Relational Framework

Educational leadership is conceptualised through a relational framework and empirically understood through qualitative relational methodologies such as relational ethics, ethics of care and narrative inquiry. Empirical data from narrative interviews revealed that in many cases where the school principals honed values such as care and relational attributes in their daily leadership practices, learners were more likely to respond to such relational and caring practices, which they witnessed and experienced. It appears that relational methodologies can elicit relational leadership styles, which set caring and supportive examples for both teachers and learners, adding much worth to a favourable educational landscape.

School leadership in disadvantaged contexts in Spain: Obstacles and improvements

2017 ◽  
Vol 47 (1) ◽  
pp. 147-164 ◽  
Author(s):  
Vicente Llorent-Bedmar ◽  
Verónica Cobano-Delgado ◽  
María Navarro-Granados
Keyword(s):  
At Risk ◽  
Educational Leadership ◽  
School Leadership ◽  
Teaching Practice ◽  
School Principals ◽  
Child Poverty ◽  
School Management ◽  
Teaching Staff ◽  
Students At Risk ◽  
Educational Leadership Practices

The increase in child poverty in Spain highlights the importance of equality and inclusion of students at risk of social exclusion in the Spanish educational system. Recent research emphasises the importance of educational leadership, particularly from school principals, as a tool to improve the learning of these students. The main aim of this study is to establish the characteristics of school management in disadvantaged contexts in western Andalusia (Spain), placing special emphasis on the factors considered to hinder or aid effective leadership from principals. A mixed methodology was used in this process, surveying 282 teachers and interviewing 14 principals, and employing descriptive and contrastive statistics techniques. According to the teachers surveyed, principals tend to follow good educational leadership practices. However, the disadvantaged contexts present obstacles to their effective execution. While improvements are observed in the continuity of teaching staff, there is an urgent need to improve the qualifications of teachers working with students at risk of exclusion. In conclusion, principals need greater autonomy in relation to teachers and teaching practice.

Educational leadership effectiveness: a Rasch analysis

2016 ◽  
Vol 54 (3) ◽  
Author(s):  
Claire Sinnema ◽  
Larry Ludlow ◽  
Viviane Robinson
Keyword(s):  
Leadership Development ◽  
Educational Leadership ◽  
Leadership Practices ◽  
Design Methodology ◽  
Rating Scale ◽  
Leadership Effectiveness ◽  
Scale Model ◽  
Educational Leadership Practices ◽  
Future Direction ◽  
Practical Implications

Purpose The purposes of this study are, firstly, to establish the psychometric properties of the ELP tool, and, secondly, to test, using a Rasch item response theory analysis, the hypothesized progression of challenge presented by the items included in the tool. Design/methodology/approach Data were collected at two time points through a survey of the educational leadership practices of school principals (n = 148) and their teachers (n = 5,425). The survey comprised seven effectiveness scales relating to school-wide dimensions of leadership, and one scale relating to the effectiveness of individual principals’ leadership. We undertook validation of the hypothesized structure of the eight ELP scales using the Rasch rating scale model. Findings We established constructs that underpin leadership practices that are more and less effectively performed and determined the nature of their progression from those that are relatively routine through those that are more rigorous and challenging to enact. Furthermore, a series of analyses suggest strong goodness-of-model fit, unidimensionality, and invariance across time and educator group for the eight ELP scales Research limitations/implications This study focused on experienced principals - future studies could usefully include school leaders who are new to their role or compare leadership patterns of higher and lower performing schools. A useful future direction would be to investigate the predictive validity of the ELP tool. Practical implications Originality/value This study reveals the ELP is a useful tool both for diagnosing leadership effectiveness and, given that it is essentially stable over time, may prove useful for charting the effectiveness of leadership development interventions.

Assessing and strengthening instructional leadership among primary school principals in Vietnam

2018 ◽  
Vol 32 (3) ◽  
pp. 396-415 ◽  
Author(s):  
Hảo Thi Nguyễn ◽  
Philip Hallinger ◽  
Chia Wen Chen
Keyword(s):  
Educational Leadership ◽  
Instructional Leadership ◽  
Primary School ◽  
Primary Schools ◽  
Leadership Practices ◽  
School Principals ◽  
Leadership And Management ◽  
Content Type ◽  
Primary School Principals ◽  
Principal Instructional Leadership

Purpose The purpose of this paper is to add to an emerging literature on educational leadership and management in Vietnam by addressing several goals. First, the study sought to translate, adapt, and validate an existing measurement instrument, the Principal Instructional Management Rating Scale (PIMRS) Teacher Form, for use in Vietnam. Next, it aimed to describe patterns of instructional leadership evidenced among a sample of urban and rural primary school principals. Then, the researchers examined if these patterns of principal instructional leadership could be linked to one or more “antecedent variables”: school size, school location (urban/rural), principal’s gender and prior teaching experience. Finally, the paper sought insights from principals and teachers on how instructional leadership could be strengthened in the Vietnamese education context. Design/methodology/approach Both quantitative survey and qualitative methods were used in this study. The sample consisted of 569 teachers and 117 principals working in 117 primary schools located in Ho Chi Minh province of Vietnam. Data collection employed a translated and adapted Vietnamese language form of the PIMRS Teacher Form. An open-ended question posed to both teachers and principals was included in the survey instrument to gather recommendations for strengthening instructional leadership in Vietnam. The research used Rasch analysis, Cronbach’s test of internal consistency, confirmatory factor analysis, t-tests, and analysis of variance in data analysis. Findings The research achieved a preliminary validation of a Vietnamese language Teacher Form of the PIMRS. The analysis of PIMRS data gathered from teachers found that the primary school principals were perceived to be exercising instructional leadership at a surprisingly high level. Consistent with international research findings, selected evidence indicated stronger instructional leadership from the female principals, though the pattern was not strong. None of the other antecedents evidenced a significant relationship with patterns of principal instructional leadership. A number of overlapping recommendations were made by teachers and principals for strengthening instructional leadership in Vietnam. Research limitations/implications Although a Teacher Form of the PIMRS Vietnam was successfully validated, follow-up studies should be conducted with both the Teacher Form and Principal Form of this instrument. More broadly, the high scores on the PIMRS accorded to the principals in this study were deemed “surprising” in light of the lack of prior policy focus and training on this role of the principal in Vietnam. Thus, the authors recommend that this research be extended to a larger cross-level study of schools from different parts of Vietnam in order to provide additional confirmation of these preliminary findings. Practical implications Feedback from principals and teachers indicated a need for system leaders to articulate instructional leadership more explicitly as part of the principal’s role set in Vietnam. Only then will it become part of the formal expectations that shape principals’ practice and the preparation and professional development programs in which they participate. The principals also suggested that instructional leadership could be strengthened by enabling model principals to share instructional leadership practices with colleagues. Finally, teachers and principals highlighted the need to broaden, legitimate, and strengthen sources of instructional leadership within the school beyond the principal. These suggestions are not only consistent with policy actions taken in other societies, but are also grounded in the context of education in Vietnam. Originality/value The first internationally published study of educational leadership and management in Vietnam only appeared in 2012. In the succeeding years, several qualitative studies have emerged describing principal leadership practices in a handful of schools. The current study represents the first published quantitative study of school leadership from Vietnam. Although the results are preliminary in nature, the study provides both baseline data on principal instructional leadership and a validated instrument that can be used in future research.

scholarly journals Leadership for Learning as Experience: Introducing the Use of Vignettes for Research on Leadership Experiences in Schools

2018 ◽  
Vol 17 (1) ◽  
pp. 160940691881640 ◽  
Author(s):  
Markus Ammann
Keyword(s):  
Qualitative Research ◽  
Educational Leadership ◽  
Leadership Practices ◽  
Research Method ◽  
Learning Processes ◽  
Leadership For Learning ◽  
Quantitative And Qualitative Research ◽  
Leadership Experiences ◽  
Research Designs ◽  
Educational Leadership Practices

Research on the link between educational leadership and student learning employs a variety of quantitative and qualitative research designs. Surprisingly, there are relatively few studies on methods for researching educational leadership practices. This article addresses this gap in research and discusses how the experiences of different participants can constitute potential starting points for learning processes. This leads to the question, how and to what extent the educational leadership practices manifest in students’ experiences and how “Leadership for Learning as Experience” can be empirically researched. The phenomenologically oriented vignette as research method for studying educational leadership practices will be introduced. Vignettes are narratives that are based on the experiences of participants. In vignettes, the co-experienced observations in the field are captured in form of vivid narratives. Vignettes thus open up a new, supplementary perspective, in which the traces that leadership practices have left on school participants are revealed.

scholarly journals Contextualizing, orchestrating and learning for leading

2016 ◽  
Vol 45 (3) ◽  
pp. 402-418 ◽  
Author(s):  
Peter Grootenboer ◽  
Ian Hardy
Keyword(s):  
Educational Leadership ◽  
Leadership Practices ◽  
Learning Needs ◽  
Informal Leadership ◽  
Leadership Qualities ◽  
School Site ◽  
Educational Leadership Practices ◽  
Leadership Group ◽  
History Of ◽  
Formal Leadership

The importance of leadership for improving educational outcomes in schools has been widely promoted. However, the nature of leadership practices, in context, has received less attention in the educational leadership literature. In this article, we present a case study of the specific leadership practices that developed in one school site serving the learning needs of students in a complex, diverse, low socio-economic community in south-east Queensland, Australia. Rather than focusing on the person/role of ‘the leader’, or various leadership qualities/traits, we examine the nature and particularity of the leadership practices as praxis, across a variety of roles and dispositions, as developed within the school. To help make sense of the praxis and particularity of educational leadership practices, we draw upon recent neo-Aristotelian practice theory to reveal the specific actions (‘doings’), dialogue (‘sayings’) and relationships (‘relatings’), which constituted leadership-in-practice, as praxis. These ‘doing’, ‘sayings’ and ‘relatings’ for praxis were evident in: formal leadership practices responsive to the context and history of the particular school site; formal and informal leadership practices involved in establishing a ‘leadership group’ within the school to address students’ needs, and; and informal leadership practices focused on cultivating teacher learning for student learning. Such an approach does not simply reinforce sedimented notions of what constitutes ‘educational leadership’, but sheds new light upon the nature of ‘leading practices for praxis’.

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