Individual Differences and Educational Leadership

2015 ◽  
pp. 171-206 ◽  
Author(s):  
Anna Kanape-Willingshofer ◽  
Sabine Bergner
Keyword(s):  
Emotional Intelligence ◽  
Individual Differences ◽  
Educational Leadership ◽  
Personality Traits ◽  
School Leadership ◽  
School Principals ◽  
Individual Trait ◽  
Leadership Success ◽  
Leadership Research ◽  
Relationship Of

The chapter discusses the relevance of individual differences in personality traits for the study of school leadership, especially with regard to leadership success. Findings from psychological leadership research have shown that, amongst others, personality, cognitive and emotional intelligence, as well as creativity predict leadership outcome variables. The authors investigate how far these traits have been able to predict leadership success across different occupations and also across different situational and methodological conditions. In addition, studies on the relationship of individual trait differences and school principals' effectiveness are discussed. The chapter shows that individual differences research holds potential for educational leadership, but further studies are needed to draw conclusions about the potential cognitive ability, personality traits, emotional intelligence, as well as creativity hold for predicting leadership success of school principals.

Individual Differences and Educational Leadership

2016 ◽  
pp. 1273-1308
Author(s):  
Anna Kanape-Willingshofer ◽  
Sabine Bergner
Keyword(s):  
Emotional Intelligence ◽  
Individual Differences ◽  
Educational Leadership ◽  
Personality Traits ◽  
School Leadership ◽  
School Principals ◽  
Individual Trait ◽  
Leadership Success ◽  
Leadership Research ◽  
Relationship Of

The chapter discusses the relevance of individual differences in personality traits for the study of school leadership, especially with regard to leadership success. Findings from psychological leadership research have shown that, amongst others, personality, cognitive and emotional intelligence, as well as creativity predict leadership outcome variables. The authors investigate how far these traits have been able to predict leadership success across different occupations and also across different situational and methodological conditions. In addition, studies on the relationship of individual trait differences and school principals' effectiveness are discussed. The chapter shows that individual differences research holds potential for educational leadership, but further studies are needed to draw conclusions about the potential cognitive ability, personality traits, emotional intelligence, as well as creativity hold for predicting leadership success of school principals.

Emotional Intelligence and Political Skill Really Matter in Educational Leadership

2016 ◽  
pp. 1274-1303
Author(s):  
Nikoletta Taliadorou ◽  
Petros Pashiardis
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Educational Leadership ◽  
School Leadership ◽  
School Principals ◽  
Political Skill ◽  
Complex Environment ◽  
Political Skills ◽  
The Social

In this chapter, the authors investigate the social skills that school principals ought to exhibit in order to be more effective in the complex environment that characterizes modern schools. Thus, the main aim of this chapter is to provide an in-depth exploration of those social skills that are needed in order for school principals to become more flexible to external and internal requirements and to balance the need for change with stability. Therefore, an attempt is made to investigate the linkages between school leadership, emotional intelligence, political skill, and teachers' job satisfaction, as well as to examine the correlation of emotional and political skills of principals with the job satisfaction of their teachers.

Emotional Intelligence and Political Skill Really Matter in Educational Leadership

2017 ◽  
pp. 1324-1353
Author(s):  
Nikoletta Taliadorou ◽  
Petros Pashiardis
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Educational Leadership ◽  
School Leadership ◽  
School Principals ◽  
Political Skill ◽  
Complex Environment ◽  
Political Skills ◽  
The Social

In this chapter, the authors investigate the social skills that school principals ought to exhibit in order to be more effective in the complex environment that characterizes modern schools. Thus, the main aim of this chapter is to provide an in-depth exploration of those social skills that are needed in order for school principals to become more flexible to external and internal requirements and to balance the need for change with stability. Therefore, an attempt is made to investigate the linkages between school leadership, emotional intelligence, political skill, and teachers' job satisfaction, as well as to examine the correlation of emotional and political skills of principals with the job satisfaction of their teachers.

Emotional Intelligence and Political Skill Really Matter in Educational Leadership

2015 ◽  
pp. 228-256
Author(s):  
Nikoletta Taliadorou ◽  
Petros Pashiardis
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Educational Leadership ◽  
School Leadership ◽  
School Principals ◽  
Political Skill ◽  
Complex Environment ◽  
Political Skills ◽  
The Social

In this chapter, the authors investigate the social skills that school principals ought to exhibit in order to be more effective in the complex environment that characterizes modern schools. Thus, the main aim of this chapter is to provide an in-depth exploration of those social skills that are needed in order for school principals to become more flexible to external and internal requirements and to balance the need for change with stability. Therefore, an attempt is made to investigate the linkages between school leadership, emotional intelligence, political skill, and teachers' job satisfaction, as well as to examine the correlation of emotional and political skills of principals with the job satisfaction of their teachers.

Shadowing school principals: what do we learn?

2017 ◽  
Vol 47 (1) ◽  
pp. 91-109 ◽  
Author(s):  
Pierre Tulowitzki
Keyword(s):  
School Leadership ◽  
School Principals ◽  
Business Management ◽  
Management Research ◽  
Research Questions ◽  
Leadership Research

While shadowing as a method has been analysed and discussed, these discussions have often been focused on (business) management research as opposed to school leadership research. Additionally, little attention has so far been paid to the parameters of shadowing. Without knowledge of these matters, the validity, merits and difficulties of shadowing and data collected through shadowing are impossible to assess. This contribution aims at tackling these issues. First, it attempts to offer an overview of shadowing. Next, studies on school principals making use of shadowing are analysed, guided by the following research questions: What are the aims of the studies? How is shadowing defined by the author(s)? What are the parameters of the shadowing activities (duration, observers, observed persons)? What are the categories of observation? In conjunction with what other – if any – methods is shadowing used? What – if any – merits or pitfalls of shadowing are discussed? Finally, implications of the current use of shadowing are discussed and suggestions are offered to address desiderata uncovered during the analysis as well as to further develop the method.

Using Narrative Inquiry to Explore “Wicked Problems” in Educational Leadership in the Anthropocene

2019 ◽  
pp. 144-167
Author(s):  
Nandakumar Mayakestan ◽  
Gopinathan Sarvanathan
Keyword(s):  
Educational Leadership ◽  
Narrative Inquiry ◽  
School Leadership ◽  
Wicked Problems ◽  
Human Condition ◽  
Validity And Reliability ◽  
Leadership Practice ◽  
Critical Issues ◽  
Viable Approach ◽  
Leadership Research

A highly contested issue in educational leadership research is the place of narrative inquiry to study school leadership practice. While the study of narratives has had long epistemological roots in the works of Dewey, Bruner, Clandinin, and Connelly, its potential for revealing the human condition and providing deeper insights into critical issues like power, inequity, social justice, and oppression is often underestimated. Moreover, the method has also drawn much debate for its limitations ranging from its highly reflexive nature to issues of validity and reliability of “storied” experiences. This chapter outlines some arguments for the use of narrative inquiry and suggests a nuanced and expanded understanding of the method as a viable approach to study “wicked” problems in the age of Anthropocene. The chapter also aims to inspire further discussions of how narrative inquiry could be further re-conceptualized to study educational leadership in the anthropogenic era.

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.

scholarly journals Personality Traits and Leadership Styles and Management of the School Principals and Assistant Principals of MSU Community High Schools: Basis for Training and Development

2019 ◽  
pp. 76-82
Author(s):  
Myrna M. Asira ◽  
Rohanie Musa-Lucman ◽  
Farida B. Muti ◽  
Anabelie V. Valdez
Keyword(s):  
High Schools ◽  
Personality Traits ◽  
Leadership Styles ◽  
Assistant Principals ◽  
School Principals ◽  
Assistant Principal ◽  
Democratic Leadership ◽  
Correlational Research ◽  
Task Oriented ◽  
Relationship Of

This study surveyed the personality traits and leadership and management styles of the school principals and assistant principals in the 13 MSU Community High Schools. Descriptive correlational research design was used to determine the extent relationship of the personality traits and leadership styles practice by the principal and assistant principal using survey questionnaires. Findings revealed that the principal and assistant principal possess different personality traits but the most common traits were task oriented, fast paced and task oriented, slow paced. Leadership styles practice by the principal and assistant principal also varies but the democratic leadership styles were mostly used and directing and coaching is their common managerial approach. Moreover, findings showed that the personality traits of the school principals and assistant principals have positive correlation to their leadership styles and the relationships are highly significant. On the basis of the findings, the study concluded that personality traits of a person have positive and significant influence to their leadership styles.This implies that leadership styles of a person are shape according to their personality traits.

Elementary school principals and informal learning: leveraging networks

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Josh J. Ringling ◽  
Karen L. Sanzo ◽  
Jay Paredes Scribner
Keyword(s):  
Elementary School ◽  
Educational Leadership ◽  
Informal Learning ◽  
Elementary School Principals ◽  
School Principals ◽  
Individual Case ◽  
Case Study Methodology ◽  
Content Type ◽  
Leadership Research ◽  
Cross Case Analysis

Purpose The purpose of this paper is to understand how and in what ways networking served as a vehicle to informal learning among elementary school principals. Design/methodology/approach The authors used a multiple case study methodology across a ten-week period, studying six principals and conducting over 50 interviews. Six individual case studies were conducted, followed by a cross-case analysis. Findings This study found that a principal’s informal learning opportunities are just as important as formal ones, and often occur more frequently. Principals rely daily on a small network of other principals to informally learn about pressing challenges and situations in their schools. Informal learning allows principals to continually develop and refine their practices without the confines of formally set dates and times. Informal learning happens organically and is needs driven based on what knowledge a principal requires at a given point in time. Originality/value Although formal learning has been a focus in educational leadership research for the past 15 years, almost nothing is known about how principals informally learning. This study adds to the very limited body of research in the educational leadership field.

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