scholarly journals Educational Leadership practised through internal evaluation in New Zealand ECE services.

2021 ◽  
Author(s):  
Christina Egan Marnell
Keyword(s):  
New Zealand ◽  
Educational Leadership ◽  
Continuous Improvement ◽  
Leadership Practices ◽  
Effective Leadership ◽  
Workplace Culture ◽  
Internal Evaluation ◽  
Effective Leadership Practices ◽  
The Impact

<p><b>The New Zealand Teaching Council’s Leadership Strategy vision is:To enable every teacher, regardless of their role or setting, to have the opportunity to develop their own leadership capability so that through principled and inspirational leadership, a culturally capable, competent and connected teaching profession achieves educational equity and excellence for all children and young people in Aotearoa New Zealand (Education Council, 2018b, p. 4).</b></p> <p>There is however a lack of clarity about how this vision can be achieved. While there is a growing range of literature concerning ECE leadership emerging from New Zealand, highlighting shared or distributed approaches (Hill, 2018), the role of the positional leader and distributed leadership (Denee & Thornton, 2017), and leadership dispositions within leadership development (Davitt & Ryder, 2018), there is limited literature exploring the practices of educational leadership within New Zealand ECE services.</p> <p>This study explores how educational leadership is practised through internal evaluation processes in New Zealand ECE services and how these practices support the professional capabilities and capacities of teachers. Previous research has highlighted that a practice approach to leadership removes the focus on the individual leader and allows leadership to emerge from collective action. The objectives of this research were: to develop a better understanding of how educational leadership is practised through internal evaluation processes; explore what challenges or enables teachers to become involved and practise educational leadership through internal evaluation processes; and to understand how services monitor the impact of changes on teaching practice, made as a result of an internal evaluation.</p> <p>This qualitative research, which took the form of an interpretive case study, was framed around a single case design with multiple units of analysis. Data were gathered from three participating ECE services through interviews, focus groups and observations, and drew on the perspectives of both teachers and positional leaders. A reflexive thematic data analysis approach was employed, and four key themes were developed: identification with leadership; supportive workplace culture; continuous improvement; and effective leadership practices in ECE services.</p> <p>This case study concludes that there is a complexity in the ways ECE teachers identify with leadership, restricted by a belief that leadership requires a formal title, with teachers often unaware of their own leadership practices. A supportive workplace culture can encourage and promote leadership, while a cycle of continuous improvement can promote quality teaching practices. Finally, seven effective leadership practices were identified: relational leadership; creating the conditions for teamwork; engagement; knowledge expertise and sharing opinions; shared decision making; facilitating and guiding and accountability and organisation. This study contributes to our further understanding of educational leadership in New Zealand ECE services, in particular the practices of leadership.</p>

scholarly journals Educational Leadership practised through internal evaluation in New Zealand ECE services.

2021 ◽  
Author(s):  
Christina Egan Marnell
Keyword(s):  
New Zealand ◽  
Educational Leadership ◽  
Continuous Improvement ◽  
Leadership Practices ◽  
Effective Leadership ◽  
Workplace Culture ◽  
Internal Evaluation ◽  
Effective Leadership Practices ◽  
The Impact

<p><b>The New Zealand Teaching Council’s Leadership Strategy vision is:To enable every teacher, regardless of their role or setting, to have the opportunity to develop their own leadership capability so that through principled and inspirational leadership, a culturally capable, competent and connected teaching profession achieves educational equity and excellence for all children and young people in Aotearoa New Zealand (Education Council, 2018b, p. 4).</b></p> <p>There is however a lack of clarity about how this vision can be achieved. While there is a growing range of literature concerning ECE leadership emerging from New Zealand, highlighting shared or distributed approaches (Hill, 2018), the role of the positional leader and distributed leadership (Denee & Thornton, 2017), and leadership dispositions within leadership development (Davitt & Ryder, 2018), there is limited literature exploring the practices of educational leadership within New Zealand ECE services.</p> <p>This study explores how educational leadership is practised through internal evaluation processes in New Zealand ECE services and how these practices support the professional capabilities and capacities of teachers. Previous research has highlighted that a practice approach to leadership removes the focus on the individual leader and allows leadership to emerge from collective action. The objectives of this research were: to develop a better understanding of how educational leadership is practised through internal evaluation processes; explore what challenges or enables teachers to become involved and practise educational leadership through internal evaluation processes; and to understand how services monitor the impact of changes on teaching practice, made as a result of an internal evaluation.</p> <p>This qualitative research, which took the form of an interpretive case study, was framed around a single case design with multiple units of analysis. Data were gathered from three participating ECE services through interviews, focus groups and observations, and drew on the perspectives of both teachers and positional leaders. A reflexive thematic data analysis approach was employed, and four key themes were developed: identification with leadership; supportive workplace culture; continuous improvement; and effective leadership practices in ECE services.</p> <p>This case study concludes that there is a complexity in the ways ECE teachers identify with leadership, restricted by a belief that leadership requires a formal title, with teachers often unaware of their own leadership practices. A supportive workplace culture can encourage and promote leadership, while a cycle of continuous improvement can promote quality teaching practices. Finally, seven effective leadership practices were identified: relational leadership; creating the conditions for teamwork; engagement; knowledge expertise and sharing opinions; shared decision making; facilitating and guiding and accountability and organisation. This study contributes to our further understanding of educational leadership in New Zealand ECE services, in particular the practices of leadership.</p>

scholarly journals The Impact of effective leadership on the performance of individuals in Saudi Airlines: تأثير القيادة الفعالة على أداء الأفراد في شركة الخطوط السعودية

2021 ◽  
Vol 5 (15) ◽  
pp. 173-156
Author(s):  
Abdulrahman F. Aljohani Abdulrahman F. Aljohani
Keyword(s):  
Leadership Practices ◽  
Effective Leadership ◽  
Point Of View ◽  
Democratic Leadership ◽  
Democratic Management ◽  
Target Sample Size ◽  
Proposed Model ◽  
Study Population ◽  
Effective Leadership Practices ◽  
The Impact

The study aimed to get acquainted with the actual practices of effective leadership through the democratic style of the Saudi Airlines Company and to know the reality of the level of performance from their point of view of the Saudi Airlines Company, as well as to develop a proposed model to show the most important variables that affect raising the level of individuals ’performance according to effective leadership practices through the democratic pattern in Leadership at Saudi Airlines Company, the study relies on the descriptive and analytical approach to clarify its objectives, and to identify the extent of practicing effective leadership aspects by following the democratic management in the Saudi Arabian Airlines Company and its role in the performance of individuals. As this approach helps to study the reality, diagnose, express and describe the phenomenon under study accurately. The study population consists of all employees and employees working for the Saudi Airlines Company in the Jeddah branch (central) and their number reached 1497, and the target sample size was determined by 100 individuals, and the link to the questionnaire was distributed to them. The responses valid for statistical analysis reached 84 individuals, i.e. 84% of the target. According to the results, the study made several recommendations, the most important of which is raising the level of individuals' awareness of some democratic leadership practices and increasing human and social communication with subordinates as this contributes to raising performance efficiency.

scholarly journals Educational Leadership and the Impact of Societal Culture on Effective Practices

2021 ◽  
Vol 20 (2) ◽  
pp. 134-153
Author(s):  
Darlene Fisher
Keyword(s):  
Educational Leadership ◽  
Culturally Diverse ◽  
Effective Leadership ◽  
School Leaders ◽  
Communication Styles ◽  
Cultural Backgrounds ◽  
Societal Culture ◽  
Diverse Communities ◽  
Effective Leadership Practices ◽  
The Impact

Research into what is effective leadership in different cultures provides guidance for leaders moving from one culture to another (House et al, 2014). There is a paucity of empirical research into how culture impacts effective educational leadership in culturally diverse communities, which provides the direction and focus for this study. The cultural backgrounds of staff can impact what they expect about i) how leaders communicate, ii) what actions help build trust and collaboration and iii) how decisions can or should be made (Hofstede, 1991; Meyer, 2014). This study analyses the extent to which school leaders adapt their behaviours in response to the cultures of their staff. Findings suggest that leaders in schools do adapt their actions, most often using different communication styles but also methods of building collaboration and trust, and decision-making structures. Culture impacts what are effective leadership practices (Dorfman et al, 2012) and educational leaders need to understand these potential impacts if they work in culturally diverse communities. This is important to consider for school leaders and leadership preparation programmes.

scholarly journals Feeling the Fear and Doing It Anyway:  A Case Study of CHRS-City, an Intervention for Adolescent Mental Health

2021 ◽  
Author(s):  
◽  
Lisa Thompson
Keyword(s):  
Mental Health ◽  
New Zealand ◽  
Adolescent Mental Health ◽  
Health Condition ◽  
Further Education ◽  
Mental Health Condition ◽  
Regular School ◽  
The Impact ◽  
Support Students

<p>Provision for adolescent mental health in New Zealand is in its infancy. CRHS-City is the first Ministry of Education funded initiative that addresses adolescent mental health and transition back to school in New Zealand. This thesis examines the experiences of students and their families attending CRHS-City and how they were supported to transition back to school or further education. This research is important as it focuses on a growing need and documents Central Regional Health School’s attempt to address it. The methodological approach was a multiple case study underpinned by a constructivist paradigm. A qualitative approach was appropriate for this study as the research wanted to capture the impact attending CRHS-City had on a specific group of students and their transition back to a regular school or further education. Three students and their families identified they would be willing to be interviewed as part of this study. Eight overarching themes emerged from the research. Participants described positive outcomes from their experience of attending CRHS-City. This study has found being at CRHS-City helped the participants explore different ways of managing their mental health condition and gain confidence in their abilities to do so, which in turn supported the overall goal of a return to school or further education. However this was not an easy process for either the students or their parents. The findings from this research identified recommendations specific to CRHS-City and for the education sector in general to support students who have a mental health condition continue with their education goals. Support for the student’s family and the regular school is an essential part of this process. Research into effective interventions within mainstream schools to support students who have mental health needs is seen as a logical next step.</p>

The Potential for Historical Studies of Fisheries in Australia and New Zealand

2001 ◽  
pp. 181-206 ◽  
Author(s):  
Malcolm Tull ◽  
Tom Polacheck
Keyword(s):  
New Zealand ◽  
Primary Sources ◽  
Commercial Fishing ◽  
Secondary Literature ◽  
Trawl Fishery ◽  
Small Family ◽  
The Impact

Malcolm Tull, Tom Polacheck, and Neil Klaer examine the primary sources - particularly printed statistical sources - and secondary literature in order to understand the impact of commercial fishing and harvesting of fish across Australia and New Zealand - including a case study of the multi-species Southeast Australain Trawl Fishery. The authors note that fisheries in Australia and New Zealand have historically been managed by small, family operations, so the records pertining to them are sparse. As a result, most of the records in this chapter come from governmental sources - such as reports and inquiries into Australasian fisheries.

Improving Teaching Practice in Early Childhood Supported by Mobile Technology

2019 ◽  
pp. 1066-1082 ◽  
Author(s):  
Kathryn MacCallum ◽  
Heather R. Bell
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching Practice ◽  
Ethnographic Case Study ◽  
Children’S Learning ◽  
The Impact ◽  
Children's Learning

This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.

Embracing and Harnessing Uncertainty

2021 ◽  
pp. 21-40
Author(s):  
Camilla Ellehave ◽  
Erin Wilson Burns ◽  
Dave Ulrich
Keyword(s):  
Leadership Practices ◽  
Effective Leadership ◽  
Emotional Reactions ◽  
Positive Outcomes ◽  
Customer Needs ◽  
Effective Leaders ◽  
The Future ◽  
Effective Leadership Practices ◽  
Reactions To Change ◽  
Insight Into

This chapter offers insight into how change and uncertainty challenges effective leadership practices and offers guidance on how leaders can successfully lead in uncertain times. It adds to the existing field of studies by offering leaders a framework and specific ways to understand and consequently embrace and harness uncertainty. With the turmoil of 2020 as backdrop, effective leaders will need to master 3 tasks: 1) to pace the changes to which their teams are exposed, 2) to shape how changes are perceived by their team, and 3) to manage the team's emotional reactions to change. As leaders envision the future, guide choices, tame apprehension, regulate expectations, experiment nimbly, and collaborate frequently, they will be able to channel the pressures of change to create positive outcomes for their teams and organizations. More importantly, organizations that create routines and processes that encourage, develop, and enable these behaviors internally will lead in a world where customer needs, employee demands, and shareholder expectations are continuously evolving.

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