Applying Strategic Leadership in Educational Contexts

2020 ◽  
pp. 1-6
Author(s):  
Johnny R. O'Connor
Keyword(s):  
Job Performance ◽  
School Leaders ◽  
Educational Leaders ◽  
Strategic Leadership ◽  
Organizational Efficiency ◽  
Positive Outcomes ◽  
High Stakes ◽  
Multifaceted Approach ◽  
Professional Perspective ◽  
Evidenced Based

This chapter provides a professional perspective of the relevance and necessity of strategic leadership in PK-12 settings. As school systems continue to evolve, it will be paramount that school leaders are strategic in the way they lead. Specifically, school leaders must be deliberate and thoughtful in the decisions they make, in order to ensure maximum success. This has become even more important in a high-stakes environment in which student scores and organizational efficiency is often linked to job performance. This type of leadership employs a multifaceted approach, which requires leading through a variety of contexts, as well as recognizing and leveraging the ability to effectively collaborate and make intentional decisions that are evidenced-based. If the aforementioned traits are balanced and appropriately executed, educational leaders will be well positioned to experience significant and positive outcomes.

Strategic Leadership in PK – 12 Settings

2017 ◽  
pp. 1585-1598 ◽  
Author(s):  
Johnny R. O'Connor Jr.
Keyword(s):  
Organizational Performance ◽  
Educational Leaders ◽  
Performance Outcomes ◽  
Strategic Leadership ◽  
Positive Outcomes ◽  
High Stakes ◽  
Multifaceted Approach

This chapter provides information regarding the relevance and necessity of strategic leadership in PK – 12 settings. Though many approaches to leadership exist, educational leaders must be targeted in their leadership, in order to maximize the expected academic and organizational performance outcomes in an ever-changing high stakes environment. This type of leadership employs a multifaceted approach, which requires leading through politics, change, and conflict, as well as recognizing and leveraging the power of influence, building synergy, and the provision of focus. If the aforementioned traits are balanced and appropriately executed, educational leaders will be well positioned to experience significant and positive outcomes.

The Practical Wisdom Framework: A Compass for School Leaders

2021 ◽  
pp. 002205742110288
Author(s):  
Karen Elizabeth Bohlin
Keyword(s):  
Real Time ◽  
Practical Wisdom ◽  
School Leaders ◽  
Educational Leaders ◽  
Policy Compliance ◽  
Special Cases

Educational leaders are required to respond in real time to questions, quandaries, and cases that involve individuals in different contexts. They face an array of possible choices that exist in tension. Justice and fairness must coexist with mercy and compassion; in enforcing policy, compliance must make room for flexibility in special cases. School leaders are called to adjudicate competing goods and teach others to do the same. This article examines what practical wisdom is, why it matters, and introduces a theoretically grounded Practical Wisdom Framework (PWF) to help school leaders deliberate well to create and sustain formative institutions.

scholarly journals Un-rational behaviour? What causes discrepancies between teachers’ attitudes towards evidence use and actual instances of evidence use in schools?

2016 ◽  
Vol 54 (4) ◽  
pp. 469-491 ◽  
Author(s):  
Chris Brown ◽  
Dell Zhang
Keyword(s):  
Teaching And Learning ◽  
School Leaders ◽  
School Systems ◽  
Evidence Use ◽  
High Stakes ◽  
Content Type ◽  
Analyse Data ◽  
Learning Conversations ◽  
Teachers Attitudes ◽  
Rational Behaviour

Purpose – Whilst beneficial, the use of evidence to improve teaching and learning in schools is proving difficult to achieve in practice. The purpose of this paper is to shed new light on this issue by examining the applicability of a model of rational behaviour as relates to the notion of evidence-informed practice (EIP). Specifically, exploring the question: “if EIP is rational behavior, why are not all teachers engaged in it?”, the authors examine whether the beliefs and perspectives of teachers in relation to EIP, align with their evidence-use behaviours. The authors then assess what factors prevent teachers/schools from engaging in EIP. Design/methodology/approach – To examine beliefs, instances of, and barriers to evidence use, the authors employ a Gradient Boosted Tree predictive model to analyse data from a survey of 696 practitioners in 79 schools. Findings – The findings suggest that, should they wish to increase EIP within their schools, school leaders need to: first, promote the vision for evidence-use (i.e. actively encourage its use); second, illustrate how research and evidence can be effectively employed to enhance aspects of teaching and learning; and third, establish effective learning environments, in which learning conversations around the use of evidence, can flourish. Originality/value – Using a new, innovative model of rationality, the authors conclude that despite the focus on EIP in many school systems world-wide, evidence use will never be meaningfully realized unless school leaders prioritize EIP as a school commitment. Simultaneously, given the high-stakes accountability environments facing many school systems it is unlikely that prioritization of EIP will occur until EIP forms part of any education system’s accountability regime.

scholarly journals Degree of Professional Development of Educational Leaders in Jordan in Jerash Governorate

2019 ◽  
Vol 3 (13) ◽  
Author(s):  
Suhad Mohammad Awad
Keyword(s):  
Professional Development ◽  
Job Performance ◽  
Random Sample ◽  
Educational Leaders ◽  
Development Programs ◽  
Development Plans ◽  
Descriptive Approach ◽  
Study Questionnaire

The study aimed at revealing the degree of professional development of educational leaders in Jordan and its relationship to job performance in Jerash governorate. The researcher used the descriptive approach. In order to achieve the goal of the study، the researcher built a tool for the study "questionnaire"، which was distributed to a random sample of (171) In the Jerash Governorate. The results showed that the degree of professional development of the educational leaders is high and with an average of 3.83. The ranking of the fields is ranked in descending order according to the level of the fields: the field of professional development plans، 4.00، Field of development programs methods For a professional، and reached (3: 55). (High). In light of the results، a number of recommendations and proposals were presented to raise the level of professional development of educational leaders and job performance.    

Principal Licensure Exams and Future Job Performance: Evidence From the School Leaders Licensure Assessment

2017 ◽  
Vol 39 (2) ◽  
pp. 248-280 ◽  
Author(s):  
Jason A. Grissom ◽  
Hajime Mitani ◽  
Richard S. L. Blissett
Keyword(s):  
Job Performance ◽  
School Leadership ◽  
School Leaders ◽  
Principal Licensure ◽  
Percentage Points ◽  
School Leaders Licensure Assessment ◽  
Administrative Licensure ◽  
White Test ◽  
Licensure Exams ◽  
Prospective Principals

Many states require prospective principals to pass a licensure exam to obtain an administrative license, but we know little about the potential effects of principal licensure exams on the pool of available principals or whether scores predict later job performance. We investigate the most commonly used exam, the School Leaders Licensure Assessment (SLLA), using 10 years of data on Tennessee test takers. We uncover substantial differences in passage rates by test-taker characteristics. In particular, non-Whites are 12 percentage points less likely than otherwise similar White test takers to attain the required licensure score. Although candidates with higher scores are more likely to be hired as principals, we find little evidence that SLLA scores predict measures of principal job performance, including supervisors’ evaluation ratings or teachers’ assessments of school leadership from a statewide survey. Our results raise questions about whether conditioning administrative licensure on SLLA passage is consistent with principal workforce diversity goals.

Life on an Emotional Roller Coaster: NFL Players and Their Family Members’ Perspectives on Player Mental Health

2018 ◽  
Vol 12 (3) ◽  
pp. 404-431 ◽  
Author(s):  
Sarah A. McGraw ◽  
Christopher R. Deubert ◽  
Holly Fernandez Lynch ◽  
Alixandra Nozzolillo ◽  
Lauren Taylor ◽  
...  
Keyword(s):  
Mental Health ◽  
Qualitative Study ◽  
Job Performance ◽  
Emotional Health ◽  
Family Members ◽  
Job Security ◽  
Career Concerns ◽  
Positive Outcomes ◽  
Roller Coaster ◽  
The Impact

This qualitative study examined how NFL players and their family members characterized the impact of an NFL career on the mental and emotional health of NFL players. We interviewed 25 NFL players (23 former and 2 current) and 27 family members (24 wives and 3 others) to elicit players’ experiences during and following their time in the NFL. While players experienced positive outcomes from their careers, they also described important mental health challenges including feelings of depression, loneliness, and stress. Many of their concerns during their careers were linked to anxiety about job performance and job security. Post-career concerns were linked to loss of social identity and connections. Players had difficulty finding help for their concerns. We conclude with eight recommendations, including improved resources, confidentiality, and support.

Leading Through Conflict With Credibility

2020 ◽  
Author(s):  
Thomas R. Hughes ◽  
Frank D. Davidson
Keyword(s):  
School Leaders ◽  
Educational Leaders ◽  
Organizational Capacity ◽  
Short Term ◽  
School Settings ◽  
Building Trust ◽  
Underlying Causes ◽  
To Come ◽  
Positive Climate

Even though conflict is increasingly finding its way into school settings, there is evidence that school leaders do not view themselves as being adequately equipped to meet the growing challenges. Training on short-term approaches to dealing with immediate issues may be available to practitioners through professional development offerings, but there is more involved in successfully and sustainably dealing with conflict than getting through a tense moment. School leaders need to be able to understand the causes and complexities—as well as navigate time elements—associated with ongoing conflict that can take place at the personal as well as organizational levels. Beyond understanding these concepts, administrators themselves need to increase the capacity of their staff and their organizations to assist in their development. In addition to learning how to recognize patterns and underlying causes advancing adversity, administrators would do well to invest in long-term conflict diminishing approaches such as building trust and improving interpersonal and organizational capacity as ways to increase credibility within and outside of the school itself. Finding people who can think critically and work adaptively to solve problems could prove to be a real advantage for educational leaders who strive to reduce the stress of the workplace and create a more collegial climate within the schools they serve. Building trust and the ability to “come through” capably for others even in tough situations increases the credibility of leaders. Leading through conflict with this credibility in turn helps to sustain a positive climate in schools.

White Racism, Antiracism, and School Leadership Preparation

2000 ◽  
Vol 10 (5) ◽  
pp. 374-415 ◽  
Author(s):  
Michelle D. Young ◽  
Julie Laible
Keyword(s):  
School Leadership ◽  
Educational Administration ◽  
School Leaders ◽  
Educational Leaders ◽  
Leadership Preparation ◽  
Leadership Programs ◽  
White Racism ◽  
White School ◽  
Educational Administration Programs ◽  
Administration Programs

This article emerges from a belief that an overwhelming majority of White school leaders do not have a thorough enough understanding of White racism or the ways in which they are perpetuating White racism in their schools, even though most are well-meaning individuals. The lack of understanding or awareness of different forms of racism and how White racism works is highly problematic. Indeed, it has appalling consequences, detrimentally impacting the lives and dreams of millions of children. In this article, we draw from both literature and experience to argue for the incorporation of antiracism in school leadership programs. We begin with the assertion that because Educational Administration programs function as important agents of socialization for our future school leaders, White racism in all its manifestations must be confronted in these programs. After building the case that racism is enacted by teachers and administrators in schools and demonstrating the harmful effects of White racism on both children and adults, we argue that racism is not being adequately addressed in educational administration programs. Subsequently, we offer guidance to our readers for promoting antiracism among future educational leaders.

Standards of Afrocentric Education for School Leaders and Teachers

2019 ◽  
Vol 51 (2) ◽  
pp. 107-127 ◽  
Author(s):  
Chike Akua
Keyword(s):  
Multicultural Education ◽  
School Leaders ◽  
Educational Leaders ◽  
Research Literature ◽  
Future Research ◽  
Afrocentric Education ◽  
Definition Of ◽  
Relationship Of ◽  
Basic Standards ◽  
The Relationship

What is Afrocentric education (ACE)? What are the implications of ACE for school leaders and teachers? What is the relationship of ACE to multicultural education (MCE) and how does ACE differ from MCE? What are the standards that govern ACE’s philosophical foundation and practical application? This article provides a practical definition of ACE that can be understood by the community and the academy, the theoretical basis of ACE, its relationship to MCE, a synthesis of the research literature, and a framework of basic standards that educational leaders, teachers, and professors can employ for curriculum development, strategic planning, instructional leadership, instructional strategies, and transformation of school culture in PK-12 and higher education. This article also offers a definition of leadership and Afrocentric Educational Leadership to frame and inform future research.

scholarly journals The influence of self-esteem and role stress on job performance of technical college employees

2017 ◽  
Vol 1 (1) ◽  
pp. 58
Author(s):  
Damian Ogbu Kanayo
Keyword(s):  
Job Performance ◽  
Structural Equation ◽  
Technical College ◽  
Technical Colleges ◽  
Self Esteem ◽  
Role Stress ◽  
Equation Modeling ◽  
Role Overload ◽  
Positive Outcomes ◽  
Negative Effect

Purpose: The authors examined the influence of self-esteem and role stress on job performance of technical college employees.Research design: two sets of hypotheses were proposed. The first accessed the effect of self-esteem on job performance and the second focused on role stress on job performance. Participants consisted of 162 employees drawn from technical teachers and workshop attendants in selected technical colleges in Rivers and Bayelsa states. Questionnaire was the research instrument for data collection. To test the hypotheses, Structural equation modeling (SEM), were implemented.Findings: The result of the study indicated that there is significant negative effect of self-esteem, Role ambiguity and role overload on job performance of employees in technical collegesPolicy implications: Findings in this research indicates that college authorities should focus efforts at boosting self-esteem, since high self-esteem causes many positive outcomes. The study would be very useful to employees and students of technical colleges.

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