Leadership and Management Preparation and Development of School Leaders in Cameroon

2020 ◽  
pp. 131-150
Author(s):  
Frederick Ebot-Ashu
Keyword(s):  
School Leaders ◽  
Leadership And Management ◽  
Management Preparation

scholarly journals Confucian Values and School Leadership in Vietnam

2021 ◽  
Author(s):  
◽  
Dinh Thang Truong
Keyword(s):  
School Leadership ◽  
Cultural Values ◽  
Management Practices ◽  
School Leaders ◽  
Research Approach ◽  
Leadership And Management ◽  
Interpretive Study ◽  
Confucian Values ◽  
Confucian Thought ◽  
Group Interviews

<p>This research focuses on school leadership in the Vietnamese context, particularly the Confucian-influenced context within Vietnamese cultural boundaries. Confucian values are believed to be the significant and dominant value structure within Vietnam, therefore this research seeks to understand how Vietnamese school leaders exercised leadership within the construct of a Confucian discourse. It examines how the exercise/practice of four leadership functions (exercising power, building relationship, making decisions, and conflict solving) are influenced by Vietnamese cultural values. A qualitative research approach was applied for this phenomenological interpretive study. Four methods of data collection were adopted, consisting of interviews (individual and focus-group interviews), observations, document analysis and questionnaires. School leaders and teachers, drawn from three case study schools were invited as participants. The findings suggest that, although Confucian thought has waned in the contemporary Vietnam, Confucian values are still reflected in participants' perceptions about school leadership and in the manner of everyday leadership and management practices, particularly in the four pre-defined leadership functions. Confucian authority chains, seen as the paternalistic culture of obedience and respecting authority, have transferred into contemporary Vietnamese school leadership and management. These are preserved and reinforced by the political and administrative structures and contemporary leadership practices. A reconceptualised model of có uy leadership is offered, together with suggestions for leadership effectiveness based on Confucian values within a Vietnamese context.</p>

scholarly journals Supplementary schools with connections to religious organisations in the United Kingdom: A heuristic device for school leaders and researchers

2020 ◽  
Vol 34 (4) ◽  
pp. 157-164
Author(s):  
Anthony Thorpe
Keyword(s):  
United Kingdom ◽  
School Leaders ◽  
Future Research ◽  
School Partnerships ◽  
Leadership Practice ◽  
Leadership And Management ◽  
The United Kingdom ◽  
Heuristic Device ◽  
Supplementary Schools ◽  
Public Concerns

Many supplementary and complementary schools operating in the United Kingdom and other countries have connections and relationships with religious organisations. However, there is considerable variety and complexity in these links and connections. Amidst some public concerns about these schools and as so little is known about them compared with other school sectors, a new heuristic device is offered to support leadership practice in supplementary and mainstream schools, and to encourage research particularly in the areas of governance, leadership and management. The need for this heuristic is made all the more urgent because of the disengagement of the state, at various levels, from appreciation of and support for the work of these schools, compounded by the lack of knowledge and understanding of their governance, leadership and management in particular. The exclusion of supplementary schools with religious links from future research and school partnerships needs to be avoided.

Negotiating the principles and practice of school leadership

2016 ◽  
Vol 45 (3) ◽  
pp. 445-465 ◽  
Author(s):  
Natallia Yakavets
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
School Leaders ◽  
Learning Opportunities ◽  
Learning And Development ◽  
Leadership Theories ◽  
The West ◽  
Leadership Practice ◽  
Leadership And Management ◽  
Require Time

This paper aims to provide an account of how school leaders in Kazakhstan learn about leadership and management, and what strategies are in place to support leadership development. The paper draws on empirical data collected over three years, derived mainly from interviews and focus groups with school leaders and teachers. The findings suggest that a hierarchical education system and strict policy regulations diminish the likelihood that the changes needed to encourage leadership practice by teachers will take place. The paper examines Kazakhstani school leaders’ learning opportunities, and focuses on the implications of borrowing leadership theories from the West. The key argument is that, if genuine change is to occur, these leaders will require time and space for critical reflection about what it is they need to learn and to do. The paper raises important issues about the conceptualisation of leadership learning and development in non-Western contexts.

scholarly journals ‘People miss people’: A study of school leadership and management in the four nations of the United Kingdom in the early stage of the COVID-19 pandemic

2021 ◽  
pp. 174114322098784
Author(s):  
Gary Beauchamp ◽  
Moira Hulme ◽  
Linda Clarke ◽  
Lorna Hamilton ◽  
Janet A Harvey
Keyword(s):  
United Kingdom ◽  
School Leadership ◽  
School Leaders ◽  
Early Stage ◽  
Moral Leadership ◽  
Small Scale ◽  
Leadership And Management ◽  
Existing Structures ◽  
Early Stages ◽  
The United Kingdom

The COVID-19 pandemic has confronted school leaders across the four devolved nations of the United Kingdom (UK) with a period of exceptional crisis. This responsive, small-scale, but UK-wide study focuses on headteacher perspectives on leadership and management in the initial stages of this pandemic, contributing to our understanding of this crucial period. The headteacher respondents met the multiple predicaments and situational ambiguities of the pandemic with a resilience which drew heavily upon the strengths of pre-existing structures and teams. They were required to provide effective emotional and moral leadership in uncharted and rapidly shifting territory. They spoke most eloquently of how they developed pragmatic, versatile and personally reassuring approaches to communication with parents, staff, pupils, and a range of external agencies, all of which were also facing extraordinary circumstances with varying degrees of resilience. The paper concludes by conceptualising the key elements of headteachers’ leadership and management, both inside and outside of school, at in the early stages of societal crisis.

scholarly journals Confucian Values and School Leadership in Vietnam

2021 ◽  
Author(s):  
◽  
Dinh Thang Truong
Keyword(s):  
School Leadership ◽  
Cultural Values ◽  
Management Practices ◽  
School Leaders ◽  
Research Approach ◽  
Leadership And Management ◽  
Interpretive Study ◽  
Confucian Values ◽  
Confucian Thought ◽  
Group Interviews

<p>This research focuses on school leadership in the Vietnamese context, particularly the Confucian-influenced context within Vietnamese cultural boundaries. Confucian values are believed to be the significant and dominant value structure within Vietnam, therefore this research seeks to understand how Vietnamese school leaders exercised leadership within the construct of a Confucian discourse. It examines how the exercise/practice of four leadership functions (exercising power, building relationship, making decisions, and conflict solving) are influenced by Vietnamese cultural values. A qualitative research approach was applied for this phenomenological interpretive study. Four methods of data collection were adopted, consisting of interviews (individual and focus-group interviews), observations, document analysis and questionnaires. School leaders and teachers, drawn from three case study schools were invited as participants. The findings suggest that, although Confucian thought has waned in the contemporary Vietnam, Confucian values are still reflected in participants' perceptions about school leadership and in the manner of everyday leadership and management practices, particularly in the four pre-defined leadership functions. Confucian authority chains, seen as the paternalistic culture of obedience and respecting authority, have transferred into contemporary Vietnamese school leadership and management. These are preserved and reinforced by the political and administrative structures and contemporary leadership practices. A reconceptualised model of có uy leadership is offered, together with suggestions for leadership effectiveness based on Confucian values within a Vietnamese context.</p>

Switching Cognitive Gears: School Leaders’ Cognitive Complexity

2018 ◽  
Vol 102 (3) ◽  
pp. 181-203 ◽  
Author(s):  
Rima’a Da’as ◽  
Chen Schechter ◽  
Mowafaq Qadach
Keyword(s):  
Student Achievement ◽  
Organizational Effectiveness ◽  
Cognitive Complexity ◽  
School Leaders ◽  
Dynamic Environments ◽  
Educational Systems ◽  
Leadership And Management ◽  
Systems Research ◽  
High Standards

The role of school leaders is particularly complex in today’s “era of accountability,” which involves high standards for student achievement alongside frequently changing educational systems. Research in the business field has found leader’s cognitive complexity to be a predictor of leader and organizational effectiveness whereas the notion of school leader’s cognitive complexity remains undeveloped in the educational leadership and management field. Hence, the purpose of this article is to suggest a framework for school leaders’ cognitive complexity, as well as to suggest possible avenues for future conceptualization of, and research into this issue. Two empirical illustrations, based on the suggested framework for school leaders’ cognitive complexity, are described. This novel cognitive complexity framework may help school leaders develop processes, strategies, and structures that will enable them to react effectively in uncertain and dynamic environments.

The role of ICT for school leadership and management activities: an international comparison

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pierre Tulowitzki ◽  
Julia Gerick ◽  
Birgit Eickelmann
Keyword(s):  
School Leadership ◽  
Information And Communication Technologies ◽  
International Comparison ◽  
Qualitative Data ◽  
School Leaders ◽  
The United States ◽  
School Principal ◽  
Data Set ◽  
Leadership And Management ◽  
Content Type

PurposeInformation and communication technologies (ICT) has an increasing impact on schools. School leaders play a key role in this context as drivers of innovation including those related to ICT. Against this background, the study presented in this article focuses on school leadership and management activities with ICT and related challenges. It sought to analyze how frequently German school principals use ICT compared to principals in other countries, what distinct clusters of German principals could be identified in terms of ICT usage and how principals viewed ICT in schools and related challenges.Design/methodology/approachA mixed-methods approach was chosen, using quantitative data from both the international comparative large-scale assessment study ICILS 2018 and the explorative qualitative data from Germany. For the international comparison, the school principal data sets of the 12 international participants of the International Computer and Information Literacy Study (ICILS) 2018 were taken into account: Chile, Denmark, Finland, France, Germany, Italy, Kazakhstan, Republic of Korea, Luxembourg, Portugal, Uruguay and the United States. To look beyond averaged frequencies, a latent class analysis (LCA) was conducted to identify possible clusters of school leaders with distinct usage patterns of ICT for leadership and management activities.FindingsThe results indicate that, in general, German principals use ICT for leadership and management activities on a similar level as their international colleagues. However, they seem to communicate with education authorities significantly more often than their international colleagues, whereas representative activities (presentations, home page) are rather infrequent. The qualitative data point to significant barriers to fully harnessing the potential of using ICT for leadership, management and school improvement such as lack of competencies and lack of adequate support.Originality/valueTo the best of the authors’ knowledge, this is the first study that focuses on school leadership and management activities using ICT with such a data set. The results provide insights into how German principals use ICT to lead and manage their schools compared to their international counterparts. The qualitative data offers additional insights into possible reasons hindering a more effective use of ICT.

No Significant Difference in Service Learninng Online

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Sue Y. McGorry
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Institutions Of Higher Education ◽  
Management Skills ◽  
Program Outcomes ◽  
Online Delivery ◽  
Leadership And Management ◽  
Business Programs ◽  
Face To Face ◽  
Significant Difference

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.

RESEARCH ON BUILDING THE PROBATIONARY MECHANISM FOR LEADERS AND MANAGERS AT VIETNAM ACADEMY FOR ETHNIC MINORITIES*

2019 ◽  
Vol 8 (3) ◽  
Author(s):  
Dau The Tung ◽  
Phan Hong Minh
Keyword(s):  
Ethnic Minorities ◽  
Management Practice ◽  
Leadership And Management ◽  
Leadership Management

Derived from the practical requirements of leadership and management of the Vietnam Academy for Ethnic Minorities; from the assigned task functions; from the Party and State's guiding documents on leadership, management practice and issues raised from probationary leaders and managers in a number of agencies, units, ministries, the groups of authors focus on studying and formulating a probationary mechanism for leaders and managers at the Vietnam Academy for Ethnic Minorities, in which special attention is paid to the practical conditions and the peculiarities of the Vietnam Academy for Ethnic Minorities.

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