Network Connection and Energy Radiation through Grassroots  Master Teacher Studios

Distributed leadership is a collective leadership mode in which multiple members of the organization dynamically share leadership roles according to changes in capability and environment, so as to achieve leadership sharing and leadership energy radiation. Facing the distributed leadership practice of Master Teacher Studio that really occur in education management can make our understanding and description of its original ecological and endogenous construction process more objectively, meticulously and deeply. Through the generation and expansion of the case studio with the characteristics of "grassroots", the empowerment and differentiation of leaders, the stimulation and radiation of members leadership, the generation process of "grassroots" Master Teacher Studio from the initial construction of "uniline" mode to "network" distribution connection, and the radiation process of Master Teacher Studio members' energy from "uninuclear transmission" to "multinuclear connection". Thus, it will realize the organic integration of Western distributed leadership theory and localized grassroots master teachers' studio practice.

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Lived Experiences of Middle Level Leaders in the Nepali Institutional Schools

Journal of Education and Research ◽

10.3126/jer.v3i2.8398 ◽

2013 ◽

Vol 3 (2) ◽

pp. 59-76

Author(s):

Narayan Prasad Kafle

Keyword(s):

Distributed Leadership ◽

Lived Experiences ◽

School Administration ◽

Leadership Theory ◽

Middle Level ◽

Leadership Roles ◽

Data Generation ◽

Leadership Practice ◽

Depth Interview ◽

Contextual Reality

This paper explicates the contextually embedded meaning of being middle level leaders in Nepali institutional schools. Using in-depth interview and protocol writing as the means of data generation, this article unearths the experience of three middle level leaders. Distributed leadership theory (Spillane, 2006) and its constructs of leadership plus aspect and leadership practice aspect provide the theoretical lens to unveil the myths and realities of being middle level leaders. All three participants shared their common acknowledgement about the significance and sensitivity of middle level leadership roles for school administration and effectiveness. Individual essence of being a middle level leader was contingent to the very context where they worked. Their feelings of being relegated, marginalized, helplessness or of high exhilaration were subjects to the contextual reality. DOI: http://dx.doi.org/10.3126/jer.v3i2.8398Journal of Education and Research August 2013, Vol. 3, No. 2, pp. 59-78

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The relationship between primary school leaders’ utilization of distributed leadership and teachers’ capacity to change

Educational Management Administration & Leadership ◽

10.1177/1741143220915921 ◽

2020 ◽

pp. 174114322091592

Author(s):

Judith Amels ◽

Meta L Krüger ◽

Cor JM Suhre ◽

Klaas van Veen

Keyword(s):

Primary School ◽

Distributed Leadership ◽

School Leaders ◽

Leadership Roles ◽

Joint Work ◽

Primary School Teachers ◽

Collegial Support ◽

Knowledge And Beliefs ◽

Principals Perceptions ◽

Capacity To Change

Although it is generally known that distributed leadership is relevant for reinforcing teachers’ capacity to change, how leadership roles are distributed among teachers largely depends on how principals perceive distributed leadership. Specifying principals’ perceptions and how these are related to teachers’ capacity to change leads to theories about the knowledge and beliefs of leaders with regard to distributed leadership that are crucial for achieving educational change as a team. Combining questionnaire data from 787 Dutch primary school teachers and interview data from 58 principals in a parallel mixed methods design, this study shows differences in how school leaders distribute leadership roles. In addition, the results indicate that several aspects of teachers’ capacity to change, namely, joint work, collegial support, knowledge sharing, self-efficacy and their internalization of school goals, are more present in schools in which school leaders distribute leadership among teachers than in schools in which they do not.

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School Leadership Preparation and Development in England

Oxford Research Encyclopedia of Education ◽

10.1093/acrefore/9780190264093.013.720 ◽

2020 ◽

Author(s):

Philip A. Woods ◽

Joy Jarvis ◽

Amanda Roberts ◽

Suzanne Culshaw

Keyword(s):

School Improvement ◽

School Leadership ◽

School System ◽

Leadership Preparation ◽

Leadership Roles ◽

Leadership Practice ◽

Independent State ◽

21St Century Leadership ◽

National Leaders ◽

State Schools

School leadership preparation and development in England has to be understood in the context of England’s radically changing school system. Local democratic accountability of schools has been reduced and a range of new actors have entered the state school system to sponsor and govern schools. Since 2010, the numbers of such “independent” state schools have increased rapidly. As the role of local authorities has diminished, the middle tier of governance has been transformed and continues to evolve, with new forms of grouping schools emerging, such as multi-academy trusts (MATs) and teaching school alliances (TSAs). This and the influential idea in England of the school system as a school-led, self-improving system have implications for leadership and its preparation and development. System leadership, by national leaders of education for example, is seen as an essential layer of support for and a catalyst to school improvement, in addition to leadership of and within schools. In the first decade of the 21st century, leadership preparation and development became more like a “nationalized” service, with the creation of the National College for School Leadership (later the National College for Teaching and Leadership). With the abolition of the National College in 2013, the direction of travel was towards more plural and diverse providers of school leadership and preparation—some would say a privatized model of provision—including MATs, TSAs, schools and other providers. There are both potential strengths and weaknesses in this model. More autonomy is promised for providers and participants in preparing for and developing leadership, which could foster creativity in modes of provision. There are also tensions. Policy aims that promote the quantitative measurement of education on the basis of instrumental and economistic goals sit uneasily with other policy aims that appear to value education as the nurturing of human development as a good in itself; yet different educational purposes have different implications for the practice of school leadership and hence its preparation and development. A further tension is that between a positive recognition in the leadership discourse of the distributed nature of leadership and a tendency to revert to a more familiar focus on positional leadership roles and traditional, hierarchical leadership. Other issues include the practical consequences of a system of plural and diverse providers. The system may increase opportunities for innovation and local responsiveness, but it is not clear how it will ensure sufficiently consistent high-quality leadership preparation and development across the system. There are questions to do with power and inequalities—for example, whether greater autonomy works well for some providers and participants in leadership preparation and development, whilst others are much more constrained and less able to find or create opportunities to develop their leadership practice. Space for critical and questioning research and professional enquiry, independent of the interests and priorities of providers and government, is essential. Such research and enquiry are needed to illuminate how leadership preparation and development practice actually evolves in this more plural system, and who shapes that practice in the differing local contexts across England.

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The Effect of Principal’s Distributed Leadership Practice on Students’ Academic Achievement: A Systematic Review of the Literature

International Journal of Higher Education ◽

10.5430/ijhe.v9n1p189 ◽

2019 ◽

Vol 9 (1) ◽

pp. 189

Author(s):

Ghirmai Jambo Daniel ◽

Hongde Lei

Keyword(s):

Academic Achievement ◽

Best Practices ◽

Distributed Leadership ◽

Review Of The Literature ◽

Leadership Practice ◽

Principal's Role ◽

Contemporary World ◽

Role Of Principal ◽

Do So

Distributed leadership as a new scenario of educational leadership has become a popular topic in the contemporary world. Many notable researchers and members of the discourse community have contributed significantly to its development. However, little attention has paid to its effectiveness. Hence, the main purpose of this article is to analyze the existing evidence for the effect of principal’s leadership practice on students’ academic achievement from a distributed perspective. To do so, a systematic search of academic databases was conducted and 68 references spanning from the year 2001 to 2018 were selected and systematically reviewed. Due consideration was given to their concepts of distributed leadership practice, principal’s role, and students’ academic achievement. The findings of this article show that distributed leadership has positive and indirect effect on students’ academic achievement and the role of principal is indispensable. Nevertheless, there is little emperical evidence, a lack of universal accepted patterns and best practices of distributed leadership which strains further investigation. On the basis of evidence currently available, it seems reasonable to recommend scholars, policy developers, and practitioners to recognize the role of principal on distributed leadership and its best practices.

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‘Al Faza’a’ leadership: An implicit cultural barrier to distributed leadership in Jordanian public schools

Educational Management Administration & Leadership ◽

10.1177/1741143220932580 ◽

2020 ◽

pp. 174114322093258

Author(s):

Reem Hashem

Keyword(s):

Public Schools ◽

Education Reform ◽

School Leadership ◽

Cultural Values ◽

Distributed Leadership ◽

Knowledge Economy ◽

Social Practice ◽

Leadership Practice ◽

Factors Affecting ◽

Cultural Barrier

In 2003, the Jordanian government launched an ‘education reform for knowledge economy’ leadership programme in Jordanian public schools. The programme transformed school leadership structures by advocating patterns of distributed leadership. However, growing evidence in cross-cultural research shows the influence of local culture on implementation of foreign reform programmes. This paper aims to examine a culture-bound leadership practice during the implementation of the education reform for knowledge economy programme and the tensions it holds to the intent of distributed leadership. This leadership practice was identified by Jordanian school principals who participated in qualitative research to examine factors affecting the implementation of the education reform for knowledge economy programme. The research employed a grounded theory methodology for data collection and analysis. Principals termed this leadership practice ‘al faza’a’ leadership which is anchored in al faza’a social practice of Jordanian tribes. Findings demonstrate that Jordanian tribal leadership styles are seen in Jordanian public schools. ‘Al faza’a’ hegemonic leadership practices in the Jordanian public schools signify the embodiment of the tribal social and cultural values of solidarity and kinship. These values can be incongruent with the core values underlying the education reform for knowledge economy’s advocated distributed leadership programme. This paper concludes that ‘al faza’a’ practice can represent an implicit leadership theory in Jordanian schools.

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Imaging the high-frequency energy radiation process of a main shock and its early aftershock sequence: The case of the 2008 Iwate-Miyagi Nairiku earthquake, Japan

Journal of Geophysical Research Solid Earth ◽

10.1002/2013jb010539 ◽

2014 ◽

Vol 119 (6) ◽

pp. 4729-4746 ◽

Cited By ~ 11

Author(s):

Kaoru Sawazaki ◽

Bogdan Enescu

Keyword(s):

High Frequency ◽

Main Shock ◽

Aftershock Sequence ◽

Radiation Process ◽

Energy Radiation

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Academic leaders’ double bind: challenges from an Indonesian perspective

International Journal of Educational Management ◽

10.1108/ijem-10-2018-0328 ◽

2019 ◽

Vol 34 (2) ◽

pp. 397-416

Author(s):

Maria Jacinta Arquisola ◽

Ambika Zutshi ◽

Ruth Rentschler ◽

Jon Billsberry

Keyword(s):

Role Expectations ◽

Double Bind ◽

Leadership Roles ◽

Cultural Experience ◽

Academic Leaders ◽

Leadership Practice ◽

Content Type ◽

Gender Role Expectations ◽

Resource Limitations ◽

Pastoral Calling

Purpose The purpose of this paper is to examine the mechanisms that explain the complexities Indonesian higher education (HE) academic leaders (ALs) experience in performing leadership roles. The research addresses the questions: How do Indonesian ALs perceive their roles in HE? What are the challenges facing Indonesian ALs in their roles in the Indonesian HE context? To what extent does gender impact how ALs act and are perceived? Design/methodology/approach In sum, 35 ALs from six Indonesian universities representing top executive positions were interviewed. Data were analysed thematically using a retroductive process followed by a series of on-site member-checking activities to establish credibility and authenticity of the findings. Findings The religious principles of amanah (the “altruistic calling” of their functions needing dedication, commitment, and passion) unique to the Indonesian cultural experience influence ALs views of leadership. ALs face role constraints due to resource limitations, experiencing a double bind, while harmonising differences due to ascribed social status and position. Research limitations/implications Supportive structures effective for academic leadership practice must be created, further studies on male ALs’ roles in promoting the leadership ascent of female ALs and promoting work-life balance will improve ALs’ visibility and salience in steering institutional growth. Originality/value This is the first study to focus a critical lens on the complexities of context-based leadership practice as it is influenced by amanah. Layers of constraints confronting female ALs were documented due to exigencies of gender role expectations and resource limitations, yet they exhibited paternal navigational skills beyond the maternal and pastoral calling of their roles.

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Moving beyond showcasing: The five faces of leadership in smart city transformation

10.26686/wgtn.12910034 ◽

2020 ◽

Author(s):

Jocelyn Cranefield ◽

J Pries-Heje

Keyword(s):

Information Systems ◽

Smart City ◽

Smart Cities ◽

Critical Role ◽

Leadership Roles ◽

High Stakes ◽

Municipal Governments ◽

Leadership Practice ◽

Business As Usual ◽

The City

© 27th European Conference on Information Systems - Information Systems for a Sharing Society, ECIS 2019. All rights reserved. The smart city concept is used as tool by local and municipal governments to deliver benefits relating to people, government, economy, mobility, environment and living. By embedding technologies and the internet of things in the city's infrastructure, smart cities aim to generate insights that drive local improvements and accrue to a global level. The smart city is also viewed as a transformative lever for government. As cities move beyond smart city pilot showcasing projects, they face the challenge of embedding smart city initiatives in business-as-usual. Despite ambitious goals and high stakes, little is known about the work that leaders perform in undertaking this transformation. This study explored the leadership practice of smart city leaders in Denmark, Holland, USA, Australia and New Zealand. We focus on how leaders drive transformation from showcasing to becoming a sustainable smart city, and the challenges faced. As result we present a framework of six barriers to overcome and five enacted leadership roles to transform the city of today to a future sustainable smart city. We use institutional logics as a lens to discuss and explain the challenges faced by city leaders and their critical role as innovation agents and boundary spanners in smart city transformation.

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