scholarly journals Distributed Leadership in Secondary Schools: Possibilities and Impediments in Bangladesh

2012 ◽  
pp. 19-32 ◽  
Author(s):  
Abu Nayeem Mohammad Salahuddin
Keyword(s):  
School Leadership ◽  
Distributed Leadership ◽  
Training Programme ◽  
Theoretical Background ◽  
Effective School ◽  
Head Teachers ◽  
Team Members ◽  
The Arts ◽  
School Research ◽  
Successful School

Effective school leadership is a basic tenet for successful school since the outcome of a school depends on the quality of leadership. As a current popular form of leadership, distributed leadership focuses on the leadership of all team members in a school. Research shows that successful leadership depends on the context and time of a school. This paper tries to conceptualize distributed leadership in Bangladesh context during the time of their education restructuring. Though distributed leadership is seldom discussed and operated in developing countries, it advocates the implementation in those contexts due to the continuous success of it in the developed world. Hence, this conceptual paper discusses the possibilities and the potential problems in relation to implement this leadership form for the reforming education sector of Bangladesh. Prior to this, the theoretical background of distributed leadership has been considered in this article. To develop and deliver distributed leadership in Bangladesh, this paper suggests for initiating training programme for head teachers which should focus on long term positive change in education. DOI: http://dx.doi.org/10.3329/afj.v4i0.12930 The Arts Faculty Journal Vol.4 July 2010-June 2011 pp.19-32

scholarly journals Outstanding leadership in primary education: Perceptions of school leaders in English primary schools

2019 ◽  
Vol 34 (2) ◽  
pp. 61-68 ◽  
Author(s):  
Jaswinder K Dhillon ◽  
Colin Howard ◽  
Jayne Holt
Keyword(s):  
School Leadership ◽  
Primary Education ◽  
Primary Schools ◽  
Q Methodology ◽  
Leadership Theories ◽  
Head Teachers ◽  
High Quality Education ◽  
Outstanding Leadership ◽  
Successful School ◽  
Q Sort

The nature of leadership and management in a school are key to achieving high-quality education for all pupils. Leadership theories and empirical research have sought to identify characteristics of leaders, aspects of the context in which they work and their relationships with others to identify features of successful school leadership. This article reports on findings from a study into outstanding leadership in primary education using Q-methodology. The perceptions of head teachers, deputy head teachers, governors and academics with personal experience of leadership in English primary schools were gathered using Q-sort and analysed with PQ software. Overall, the analysis identified very strong agreement over six statements from a Q-set of 23 statements of outstanding leadership. There were subtle differences between urban and rural school settings.

scholarly journals Successful health-promoting leadership – A question of synchronisation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pia Skott
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
School Context ◽  
Content Type ◽  
Team Members ◽  
Whole School ◽  
Health Promoting ◽  
Whole School Approach ◽  
Successful School

PurposeThe aim of this paper is to identify the role of the principal in establishing a whole school approach for health and wellbeing. Two questions are asked: (1) What do successful Swedish principals do when they take on a whole school approach? (2) How do these results relate to previous research on successful school leadership?Design/methodology/approachThis paper focuses on the complexity of organisational processes and considers the role of successful leadership in managing a whole school approach to health promotion. It presents findings from two different but interlinked projects, and draws on document studies and interviews with principals, student health team members and teachers in Sweden.FindingsThis paper argues that successful school leaders are crucial in establishing a whole school approach, because of the work they do to synchronise the health-promoting activities in schools. The study identifies four aspects of coordination that need to be enacted simultaneously when leading health-promoting processes. The fifth aspect identified is that a whole school approach is not limited to the school, but the whole local school context, i.e. a synchronisation between different system levels.Originality/valueAlthough limited in scale, this paper reports key findings that could have practical implications for school leaders. The study suggests that successful school leadership research needs to use a health-promoting lens in order to make leadership practices health-promoting practices. It also proposes extended comparative research from different fields and contexts.

Distributed Leadership Includes Staff: One Rural Custodian as a Case

2009 ◽  
Vol 19 (4) ◽  
pp. 466-496
Author(s):  
Gerri Maxwell ◽  
Jim Scheurich ◽  
Linda Skrla
Keyword(s):  
School Leadership ◽  
Distributed Leadership ◽  
Support Staff ◽  
Lead Author ◽  
Task Orientation ◽  
Snowball Sampling ◽  
Leadership Programs ◽  
Key Characteristics ◽  
Leadership Impact ◽  
Successful School

Distribution of leadership tasks, often described as distributed leadership, has emerged as an innovative concept for describing the deployment of leadership within schools. A distributed leadership perspective suggests that successful school leadership is not simply the charge of the formal leaders (e.g., Gronn, 2000; Ogawa & Bossert, 1995; Scribner, Sawyer, Watson, & Myers, 2007; Smylie, Conley, & Marks, 2002; Spillane, Halverson, & Diamond, 2004): rather, the entire staff of a school, throughout its multilayered network of relationships and interactions, is responsible for school leadership (Crow, Hausman, & Scribner, 2002; Scribner et al., 2007; Spillane et al., 2001). An examination of the leadership literature yielded task orientation (Fleishman, 1953), communication orientation (Gronn, 2000; Spillane, 2006), and trust orientation (Hays Group, 2004; MacBeath, 2005; Oduro, 2004; Smylie, Mayrowetz, Murphy, & Louis, 2007) as key characteristics of leadership. As such, the lead author used this trifold lens as a means of recognizing leadership among support staff—in particular, a rural school custodian. In addition, this qualitative study (Lincoln & Guba, 1985), which utilized snowball sampling (Gall, Borg, & Gall, 1996), resulted in hour-long interviews of 19 informants whose conversations revealed the leadership impact of one school custodian over his 50-plus-year stint as a custodian and significant school leader. Recommendations for leadership programs include incorporation of further studies of support staff within the current scope of what is considered distributed leadership.

Making Waves in Riverside: A Superintendent/Principal Partnership for Dramatic School Turnaround

2018 ◽  
Vol 21 (4) ◽  
pp. 131-145
Author(s):  
Jackie Mania-Singer
Keyword(s):  
School Leadership ◽  
School Turnaround ◽  
First Year ◽  
Leadership Programs ◽  
Effective School ◽  
Educational Leadership Programs ◽  
Reform Strategies ◽  
Effective School Leadership ◽  
Turnaround Strategies ◽  
Successful School

This case was written for use in educational leadership programs preparing superintendents, central office leaders, and school principals. This case requires students to draw from knowledge of successful school turnaround, effective school leadership, and system-wide reform strategies to consider how a first year superintendent and a newly hired principal implement turnaround strategies in a persistently low-performing school amid increasing pressure and scrutiny from the surrounding business and civic community. The case begins with the history and context of the community and school district and then explores the significant events and challenges during the first year of implementation.

Conceptualising the mediating paths linking effective school leadership to teachers’ organisational commitment

2020 ◽  
pp. 174114322090732 ◽  
Author(s):  
Izhak Berkovich ◽  
Ronit Bogler
Keyword(s):  
School Leadership ◽  
Distributed Leadership ◽  
Empirical Studies ◽  
Organisational Commitment ◽  
Effective School ◽  
Affective Factors ◽  
Effective School Leadership ◽  
Central Paths ◽  
Leadership Research ◽  
The Impact

The present study is a developmental review that aims to conceptualise, using empirical data, the mediating paths connecting effective school leadership (i.e. transformational leadership and distributed leadership) to teachers’ affective and normative organisational commitment. The review is based on empirical studies on teachers’ organisational commitment published in peer-review journals during two decades. Data analysis resulted in an integrative conceptual model where two central paths – socio-affective factors and teachers’ psychological capital – mediated the impact of effective school leadership on teachers’ organisational commitment. This synthesised model, with its higher-level generalisability, extends the scope of previous research and may stimulate interest in new empirical explorations in effective school leadership research.

SCHOOL CULTURE AND CLIMATE, FACTORS FOR AN EFFECTIVE SCHOOL

2018 ◽  
Vol 28 (3) ◽  
pp. 757-760
Author(s):  
Besa Dogani
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Resistance To Change ◽  
Teaching Staff ◽  
Ministry Of Education ◽  
Effective School ◽  
Teacher Student ◽  
Controlled Systems ◽  
Adult Culture ◽  
Culture And Climate

The need for change is particularly expressed in educational organizations. In education, the changes are always associated with the reforms required by the Ministry of Education and Science, and much less often seen as a permanent process that is initiated and continues throughout each school. That is exactly why the school, especially at this time of decentralization, should appear as the initiator of the change. However, it must be noted that in the teaching, non-teaching staff, and in the school leadership, there is resistance to school changes. Hence the idea that resistance to change would be reduced if the director and employees feel the need for change, if they are the initiators of the change or at least participate in the planning and execution of the change. The complexity of the school stems from the everyday relations of a teacher - student, teacher - teacher, and pupil - student. The most frequent occurrence of this is the so-called collision of generations. It practically means a clash of two cultures - climates, an adult culture (teachers), and a culture of youth (students). It all takes place in an environment with its own surrounding called school. This environment and this surrounding are characterized by certain traditions, customs, norms, habits, achieved results, manners of behaviour and communication, religion and so on. All this together with all its complexity, dynamism and openness we call the culture of the school. The word culture has a Latin origin - colare, which means nurturing, developing and embellishing. Culture and climate are interactive states of common characteristics of group influence on the environment. The paradigm of school culture goes hand in hand with the paradigm of inequality and the option of greater autonomy in schools. According to several authors, schools should not be forced to produce quick results, only for the benefit of politicians and for public satisfaction. This means that the educated results should be held accountable by the school principals, not the ministers. This practically means penetration into management, from slow changes to controlled systems (top-down changes), to school support systems (bottom-up changes). It is important to note that each school has its own recognizable culture. The school's culture can be increased in different ways. Basically, it is a content of mutually divided values. Divided values can also be experienced in the form of rituals and repetition ceremonies. This paper aims to show that through the improvement of school culture and school climate, a positive atmosphere of order and discipline, a way of communicating staff, established vision for development will be ensured, and all this towards the construction of an effective and efficient school.

Work environment characteristics that satisfy principals in China, Germany and the USA

2021 ◽  
pp. 174549992110185
Author(s):  
Chuang Wang ◽  
Dawson R Hancock ◽  
Ulrich Müller
Keyword(s):  
School Leadership ◽  
School Leaders ◽  
Work Environments ◽  
Industrialized Countries ◽  
Effective School ◽  
Formidable Challenge ◽  
Effective School Leadership ◽  
The World ◽  
The Usa ◽  
Survey Responses

Effective school leadership is crucial to a school’s success. Yet throughout the world, attracting and retaining qualified school leaders is often a formidable challenge. To discern ways in which we may recruit and retain competent school leaders, this study compares the extent to which principals in three industrialized countries, China, Germany and the USA, value the characteristics of their positions as principals. Survey responses of principals in these three countries reveal many factors that gratify and some factors that disappoint principals about their work environments. Comparing the similarities and differences of the principals’ responses in these countries provides insights into ways in which we may learn from each other about the factors that influence the recruitment and retention of qualified principals.

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