2024-03-28T15:44:10Z
https://hipatiapress.com/hpjournals/index.php/ijelm/oai
oai:oai.hipatiapress.com:article/597
2023-09-26T09:12:56Z
ijelm:ART
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/597
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Vol. 1 Núm. 1 (2013): Julio; 7-32
Liderazgo escolar exitoso para mejorar los resultados de los estudiantes: Creación de capacidad y sinergia
Mulford, Bill; University of Tasmania (Australia)
2013-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/597
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La investigación de la que se informa en este artículo se basa en el trabajo iniciado hace ocho años con la revisión de la literatura y los modelos de liderazgo escolar de éxito para mejorar los resultados de los alumnos. Cuando los resultados de esta revisión se combinaron con los resultados de los estudios de casos de escuelas de éxito, se obtuvo un modelo preliminar de dirección escolar de éxito. Examinamos una serie de áreas utilizando un análisis más profundo de los datos de los estudios de casos, un análisis detallado de las encuestas cuantitativas posteriores (desarrolladas en parte a partir del modelo preliminar) y los resultados reales de alfabetización y aritmética de las escuelas. También incluimos una medida de las percepciones de los profesores sobre el desarrollo social de los alumnos. Esta inclusión es coherente con la evidencia de que las habilidades sociales se han convertido en mucho más importantes para determinar las oportunidades de vida relativas de los estudiantes en el siglo XXI que los resultados cognitivos por sí solos. La parte final de nuestra investigación utilizó la construcción de modelos y potentes análisis estadísticos multinivel de los datos de la encuesta. De este modo, examinamos todos los factores que pueden influir en el éxito de un centro escolar con respecto a los resultados de los alumnos. La elaboración de modelos nos permitió construir representaciones intrínsecamente lógicas y teóricamente defendibles del "mundo" en el que existen los centros escolares de éxito, y los modelos pueden someterse a pruebas estadísticas para comprobar hasta qué punto estas representaciones explican la realidad que reflejan los datos recogidos.
oai:oai.hipatiapress.com:article/609
2023-09-26T09:12:56Z
ijelm:ART
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/609
2023-09-26T09:12:56Z
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Vol. 1 Núm. 1 (2013): Julio; 69-98
Organizational Learning: Leading Innovations
Collinson, Vivienne; Michigan State University (retired)
Cook, Tanya F.
2013-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/609
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This article examines the interplay among the environment, learning, leaders, and innovations in school systems.Six conditions that, together, have potential to shape an environment that supports organizational learning are illustrated with data from two leaders of innovation: one in an environment that resisted change; the other in a supportive environment.In one case, the environment limited what a leader of innovation could accomplish.In the other case, a supportive environment allowed the leader to influence widespread change, including a situation where one school’s loss of good principals became a gain for the broader profession.Data suggested that modeling is a powerful way to lead and that innovations provide a natural springboard for organizational learning and the emergence of leaders.Findings also demonstrated the importance of innovations, risk taking, collaboration, and communication for organizational improvement.
oai:oai.hipatiapress.com:article/627
2023-09-26T09:12:56Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/627
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Vol. 1 Núm. 1 (2013): Julio; 33-68
Making Sense of Distributed Leadership: How Secondary School Educators Look at Job Redesign
Seashore Louis, Karen; University of Minnesota
Mayrowetz, David; University of Illinois Chicago
Murphy, Joseph; Vanderbilt University
Smylie, Mark; University of Illinois Chicago
2013-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/627
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This paper examines how teachers and administrators who were involved in a multi-year effort to engage in distributed leadership interpreted their experiences. We lay out and apply an argument for using an interpretive perspective to study distributed leadership.Collective sensemaking around distributed leadership is illustrated by an in-depth analysis of a single high school. The school was part of a larger study of six schools, and was selected to illustrate sensemaking over time in a large, complex school. There were three years of on-site interviews, observations and document analysis. We found that distributed leadership is a potential “disruption” to traditional patterns of leadership, work performance and influence in high schools. One-quarter of the school’s faculty engaged with the “disruption” but all had a chance to process the change. The end result was that many became sense-givers and kept the momentum for teacher leadership going during significant personnel turnover among faculty and administration. The success of the efforts to create more broadly distributed leadership was facilitated by its integration into an existing improvement initiative.
oai:oai.hipatiapress.com:article/628
2023-09-26T09:12:56Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/628
2023-09-26T09:12:56Z
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Vol. 1 Núm. 1 (2013): Julio; 99-129
Transforming Community College Education at The City University of New York
Schmidt Jr., Benno C; City University of New York
2013-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/628
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The City University of New York (CUNY) developed and implemented two evidence-based, educational initiatives at its community colleges. Accelerated Study in Associate Programs (ASAP), on six campuses, helped 55 percent of students who enter with one or two developmental needs earn an associate degree within three years. This compares with 20 percent for non-ASAP students who needed remediation. An external random assignment study by MDRC found that ASAP increased credits earned, completion of developmental coursework, and first-to-second semester retention. An independent study out of Columbia University Teachers College estimated that despite higher initial expenses, ASAP’s higher graduation rate costs the university $6,500 less per three-year graduate. The second innovation, CUNY’s New Community College (NCC), opened with 300 students in Fall 2012. It offers A.A. and A.S. degrees for transfer to baccalaureate programs, plus occupational A.A.S. degrees. Using a curriculum organized around problem-solving for New York City’s future, it integrates developmental and credit coursework, field experiences, and classroom learning in a structured and supportive environment. Other components include full-time study in the first year, limited majors, and a multidisciplinary faculty-staff instructional team. Early results include a 92 percent first-to-second-semester retention rate for Spring 2013.
oai:oai.hipatiapress.com:article/729
2023-09-26T09:12:56Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/729
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Vol. 1 Núm. 1 (2013): Julio; 1-6
The International Journal of Educational Leadership and Management: Inaugural Issue.
Tintoré, Mireia; Universitat Internacional de Catalunya (UIC)
2013-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/729
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oai:oai.hipatiapress.com:article/731
2023-09-26T09:12:56Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/731
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Vol. 1 Núm. 1 (2013): Julio; 130-132
The Best Teachers in the World. Why We Don't Have Them and How We Could.
Domingo Coscollola, Maria; Universitat Internacional de Catalunya
2013-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/731
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oai:oai.hipatiapress.com:article/732
2023-09-26T09:12:56Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/732
2023-09-26T09:12:56Z
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Vol. 1 Núm. 1 (2013): Julio; 1-132
Full Issue, Vol. 1, Issue 1
Tintoré, Mireia; Universitat Internacional de Catalunya (UIC)
2013-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/732
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oai:oai.hipatiapress.com:article/778
2023-09-26T09:12:31Z
ijelm:ART
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/778
2023-09-26T09:12:31Z
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Vol. 2 Núm. 1 (2014): Enero ; 74-96
Accreditation Routines in a Demoralized School: Repairing, Expanding, and Striving For Improvement
Enomoto, Ernestine K.; University of Hawaii, Manoa
Conley, Sharon; University of California, Santa Barbara
2014-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/778
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The purpose of this paper was to explore how accreditation processes aided a school principal in making reform happen. Using routinized action theory (Feldman, 2000), we examined how the routines in school accreditation were used to transform what had been a demoralized, low performing middle school. This theoretical lens is important as it demonstrates that routinized actions can offer more than stabilizing elements in a school organization but also help administrators seeking to make change. We begin by describing the setting of Ironwood Middle School, presenting the research inquiry methods, and examining how accreditation processes enabled the school to move forward in the face of uncertainty and instability. AbstractThe purpose of this paper was to explore how accreditation processes aided a school principal in making reform happen. Using routinized action theory (Feldman, 2000), we examined how the routines in school accreditation were used to transform what had been a demoralized, low performing middle school. This theoretical lens is important as it demonstrates that routinized actions can offer more than stabilizing elements in a school organization but also help administrators seeking to make change. We begin by describing the setting of Ironwood Middle School, presenting the research inquiry methods, and examining how accreditation processes enabled the school to move forward in the face of uncertainty and instability.
oai:oai.hipatiapress.com:article/888
2023-09-26T09:12:31Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/888
2023-09-26T09:12:31Z
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Vol. 2 Núm. 1 (2014): Enero ; 117-119
Review of the book "Management by Missions"
Malbašić, Ivan; University of Zagreb: Faculty of Organization and Informatics
2014-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/888
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oai:oai.hipatiapress.com:article/890
2023-09-26T09:12:31Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/890
2023-09-26T09:12:31Z
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Vol. 2 Núm. 1 (2014): Enero ; 29-73
Leadership and Design of Data-Driven Professional Networks in Schools
Liou, Yi-Hwa; University of California, San Diego
Grigg, Jeffrey; University of Wisconsin-Madison
Halverson, Richard; University of Wisconsin-Madison
2014-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/890
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Using data from a multi-method comparative case study of two matched schools, this paper adds to the growing body of applications of social network analysis to the study of distributed leadership and accountability.We contrast two approaches to instructional leadership, prescriptive and discretionary, to investigate how leaders design professional networks to increase the availability and access of individuals with the expertise needed to perform the analysis required to conduct data-driven instructional improvement. We found that the prescriptive approach to instructional leadership uses comprehensive school reform as a focal artifact to facilitate the widespread use of data for learning when compared to a leadership perspective that aimed at cultivating teacher discretion. We conclude with a discussion of how the concept of cognitive load helps illustrate the design principles leaders can use to create data-driven professional networks in schools.
oai:oai.hipatiapress.com:article/932
2023-09-26T09:12:31Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/932
2023-09-26T09:12:31Z
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Vol. 2 Núm. 1 (2014): Enero ; 4-28
School leadership: from practice to policy
Pont, Beatriz; OECD
2014-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/932
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Across many OECD countries, until recently, one of the few requirements for becoming a school leader was to be a teacher for a minimum amount of years, without any specific kind of training or support beyond that required for teaching. Yet, school leaders’ tasks have become increasingly complex, as a result of globalisation, a shift towards knowledge based economies, greater student diversity and an increased government focus on education policy reforms targeting and affecting schools. The role of school principals has moved from administrative leadership towards focusing on student outcomes, with more autonomy and accountability, and increased responsibilities for implementing policy reforms in schools and classrooms. This article focuses on how policies can ensure that school leaders contribute to school improvement. It builds on an international OECD study on school leadership which analysed practices across 22 education systems in 2008 and explores developments since to propose policy options that can contribute to support the professionalization of school leadership. Among the key strategies suggested that many countries have been taking up are clarifying the role of school leaders based on the tasks that make most difference on school outcomes, ensuring there is specialised training and development, that working conditions are attractive to ensure that there are quality professionals in exercise and to make it a sustainable profession that is well supported.
oai:oai.hipatiapress.com:article/948
2023-09-26T09:12:31Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/948
2023-09-26T09:12:31Z
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Vol. 2 Núm. 1 (2014): Enero ; 97-116
The role of Leadership: the challenge of Knowledge Management and Learning in Knowledge-Intensive Organizations
Más-Machuca, Marta; Universitat Internacional de Catalunya
2014-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/948
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El conocimiento y aprendizaje son importantes impulsores para el éxito empresarial y la competitividad,en especial en las organizaciones intensivas en conocimiento (KIO’s) cuyo negocio principal es crear y vender conocimiento (por ejemplo, organizaciones educativas, centros de I+D, empresas consultoras, entre otras). Investigaciones previas indican que unos de los factores críticos de éxito (CSF) de las prácticas de Gestión del Conocimiento (KM) es el liderazgo, pero poco de ellos lo analizan de manera cuantitativa. Este artículo tiene como objetivo exploar y explicar la realación entre el liderazgo y el éxito de la KM. Los resultados muestran una relación positiva entre la dimensión estratégica del liderazgo y el éxito de las prácticas de KM. Este modelo está testado utilizando modelos de ecuaciones estructurales (SEM). Con este estudio se contribuye al reconocimiento de la importancia del liderazgo para mejorar la creación y diseminación del conocimiento en las KIO’s. En este sentido, los resultados ayudarán a los directivos y profesores para incrementar la efectividad del aprendizaje.
oai:oai.hipatiapress.com:article/951
2023-09-26T09:12:31Z
ijelm:ED
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/951
2023-09-26T09:12:31Z
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Vol. 2 Núm. 1 (2014): Enero ; 1-3
Editorial
Tintoré, Mireia; Universitat Internacional de Catalunya (UIC)
2014-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/951
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oai:oai.hipatiapress.com:article/952
2023-09-26T09:12:31Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/952
2023-09-26T09:12:31Z
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Vol. 2 Núm. 1 (2014): Enero ; 1-120
Full Issue IJELM Vol 2(1)
Tintoré, Mireia; Universitat Internacional de Catalunya (UIC)
2014-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/952
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oai:oai.hipatiapress.com:article/1068
2023-09-26T09:12:11Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1068
2023-09-26T09:12:11Z
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Vol. 2 Núm. 2 (2014): Julio; 176-206
Principal and Teacher Collaboration: An Exploration of Distributed Leadership in Professional Learning Communities
DeMatthews, David E.; University of Texas at El Paso
2014-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1068
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Professional learning communities (PLCs) can be powerful tools for school improvement but require principals and teachers to collaborate and work together. This article reports on a qualitative multi-case study focused on six elementary schools in West Texas that had been identified for having effective PLCs. Principals and teachers were observed and interviewed over the course of one academic school year to understand how leadership was distributed across the school to facilitate effective PLCs. Findings highlight the ways principals distribute leadership across their school, relevant teacher and principal interactions, and how key aspects of PLCs are influenced by principals, teacher leaders, and teachers. Findings have implications for in-service professional development experts within school districts and faculty working in principal preparation programs.
oai:oai.hipatiapress.com:article/1075
2023-09-26T09:12:11Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1075
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Vol. 2 Núm. 2 (2014): Julio; 147-175
Building School Capacity: Shared Leadership and Professional Learning Communities. A research Proposal
Bolívar Botía, Antonio; Universidad de Granada
2014-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1075
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If schools are to meet the needs of students and achieve educational success, to achieve this, simultaneously, should provide opportunities for teachers to innovate, share experiences and learn together. Schools should thus be configured as Professional Learning Communities (PLCs). This article is linked to building the collective capacity of the school through distributed leadership. It combines in a mixed design description of the situation in Elementary and Secondary schools of Andalusia, with in-depth case studies, properly selected; they can show progress in their levels of educational success, according to the degree of distributed leadership development that promotes the development of the school as a Professional Learning Community. We are interested more than good practices in practices that evidence success in education achievements. We would like to identify and describe the conditions and processes in which direction´s leadership makes possible to development schools as PLCs is one of the principal aims of the research proposal.
oai:oai.hipatiapress.com:article/1081
2023-09-26T09:12:11Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1081
2023-09-26T09:12:11Z
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Vol. 2 Núm. 2 (2014): Julio; 124-146
The War on Poverty Must Be Won: Educators Can Make a Difference
Shields, Carolyn Muriel; Dr. Carolyn M Shields, Professor & Dean
College of Education,
5425 Gullen Mall, Room 441
Wayne State University
Detroit, MI, 48202
2014-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1081
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According to reports, almost one billion children worldwide live in poverty, many of whom find it difficult to attend school on a regular basis.Moreover, when they are able to attend, they too often find themselves unable to succeed, falling farther and farther behind their more affluent peers. By attending to a number of relevantresearch findings, educators can reverse this situation. First, it is important to understand and address both generational and situational poverty by challenging and eliminating deficit thinking. We must understand the difference between a child’s prior opportunity to learn and his or her ability to learn; hold high expectations of every child and provide them with a rich and engaging learning environment. To accomplish this, it is important to ensure our curricula, our pedagogies, and our policies are inclusive, that they acknowledge the lived realities of every child, and that they openly address the social and societal inequities that marginalize some and privilege others. Educators must become advocates, when necessary, for those who desperately need the advice and encouragement of a caring adult. Only then can we change despair into hope.
oai:oai.hipatiapress.com:article/1094
2023-09-26T09:11:50Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1094
2023-09-26T09:11:50Z
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Vol. 3 Núm. 1 (2015): Enero ; 25-54
Conditioning factors and opportunities for teamwork. A case study from a Catalan university
Galtés, Ruth; Fundació Università ria del Bages
Tomà s, Marina; Universitat Autònoma de Barcelona
2015-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1094
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The aim of this article is to analyse the conditioning factors and opportunities that influence teamwork among teachers at a Catalan university. The creation of new academic identities based on a culture of mutual and continuing learning are essential if teacher teams are to be encouraged. A descriptive methodology was used, based on a case study approach. Conditioning factors and opportunities were examined from a structural, organisational and functional perspective. The data were obtained through analysis of the literature, semi-structured interviews and a survey with five levels of response. Application of these data collection techniques permitted both a qualitative and quantitative (SPSS) use of data for evaluation purposes. The results derived from individual perceptions of the internal functioning of teacher teams within the faculty show that insufficient importance is attached to these teams as functional management units. This has a direct impact on the tasks and quality of the processes they implement, and consequently on team and faculty objectives.
oai:oai.hipatiapress.com:article/1104
2023-09-26T09:11:50Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1104
2023-09-26T09:11:50Z
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Vol. 3 Núm. 1 (2015): Enero ; 4-24
Coaching: An Apprenticeship Approach for the 21st Century
Salavert, Roser; Fordham University, New York
Salavert, Roser; Fordham University, New York
2015-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1104
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Coaching, an apprentice -based approach to support professional and personal development towards achieving set goals, is a well-established practice in the fields of sports training and management and one of the fastest growing professional development methods in the education field. How the coaching partnership fosters leadership and improves practices that directly impact on the social/emotional development of students and their academic achievement is of interest to educators, policy makers and school communities alike. Recent findings have started to define the type of leadership that results from a coaching partnership, the lasting benefits on teaching quality and the positive impact on student performance. By reviewing and reflecting on the current literature on this apprenticeship approach, this article explores strengths and strategies that could further contribute to the organization of schools around high learning outcomes for all students while fostering leadership and accountability at the management, classroom and student levels.
oai:oai.hipatiapress.com:article/1157
2023-09-26T09:11:50Z
ijelm:ART
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v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1157
2023-09-26T09:11:50Z
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Vol. 3 Núm. 1 (2015): Enero ; 55-79
The Appointment of School Heads in Mexican Primary Schools: An Exploratory Study of the System of Promotion.
Lopez Delgado, Manuel; University of Birmingham
2015-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1157
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This work explored the Mexican system to appoint school leaders from a perspective that could consider its positive aspects and as well as its shortcomings. This research was framed as an exploratory case study. Three types of participants were interviewed: five aspiring heads, twelve incumbent heads, and four administrators of the promotion system. Thematic analysis was the procedure adopted in the analysis of transcripts. The research was carried out to the highest ethical standards in educational research as it was granted ethical approval by Birmingham University, and BERA’s Ethical Guidelines for Educational Research (2011) were adhered to throughout the study. The study revealed that there are some positive aspects in the Mexican system that could enable its consolidation. The study found also a need to upgrade the current system of promotion since school leaders in Mexico are appointed by a system in which its regulations and procedures were promulgated more than 40 years ago. The current system of promotion does not enable the appointment of prepared school leaders. The findings revealed a need for leadership preparation as a prerequisite for participants in competitions for deputy headships, headships and, also for those who are already holding a leadership position.
oai:oai.hipatiapress.com:article/1169
2023-09-26T09:12:11Z
ijelm:BR
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v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1169
2023-09-26T09:12:11Z
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Vol. 2 Núm. 2 (2014): Julio; 227-229
Distributed Leadership Maqtters: Perspectives, Practicalities and Potential [Book Review]
Bolívar Ruano, Rosel
2014-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1169
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oai:oai.hipatiapress.com:article/1170
2023-09-26T09:12:11Z
ijelm:ART
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v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1170
2023-09-26T09:12:11Z
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Vol. 2 Núm. 2 (2014): Julio; 207-226
Towards a Conceptualization of Dialogic Leadership
Padrós Cuxart, Maria; Universitat de Barcelona
Flecha, Ramon
2014-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1170
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In 1968, Freire included in his work the need of dialogue for those acting as leaders. Since then, leadership has been widely addressed by authors around the world and different conceptual frameworks have been developed. The role of dialogue for leading change has been significant across different social and educational movements. Educational research has advanced knowledge on using a dialogic approach for mobilising schools and communities. Building on the research conducted under the INCLUD-ED project, schools and communities together engaged in participation processes that enabled teachers, children, families and community members to lead the transformation of their schools. Based on a first attempt to theorise this phenomenon, this article explores the concept of dialogic leadership and accounts for the contributions in educational and teacher leadership oriented to promote change and improvement. First, a general overview of the relevance of dialogue in the dialogic turn of societies and social sciences will be provided. Second, the role of dialogue in different leadership models will be analysed considering especially the relevance granted to dialogue in the teacher leadership model. Third, a conceptualisation of the model of dialogic leadership will be proposed to end with final remarks highlighting the relevance of conducting empirical work to further elaborate on this conceptualisation.
oai:oai.hipatiapress.com:article/1178
2023-09-26T09:12:11Z
ijelm:ED
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v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1178
2023-09-26T09:12:11Z
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Vol. 2 Núm. 2 (2014): Julio; 121-123
Educational Leadership to Change the World
Tintoré, Mireia; Universitat Internacional de Catalunya (UIC)
2014-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1178
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oai:oai.hipatiapress.com:article/1179
2023-09-26T09:12:11Z
ijelm:FI
driver
v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1179
2023-09-26T09:12:11Z
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Vol. 2 Núm. 2 (2014): Julio; 121-229
Full Issue IJELM Vol 2(2)
Tintoré, Mireia; Universitat Internacional de Catalunya (UIC)
2014-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1179
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oai:oai.hipatiapress.com:article/1182
2023-09-26T09:12:31Z
ijelm:LoR
driver
v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1182
2023-09-26T09:12:31Z
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Vol. 2 Núm. 1 (2014): Enero ; 120
Lista de Revisores
Tintoré, Mireia; Universitat Internacional de Catalunya (UIC)
2014-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1182
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oai:oai.hipatiapress.com:article/1322
2023-09-26T09:11:50Z
ijelm:ART
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v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1322
2023-09-26T09:11:50Z
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Vol. 3 Núm. 1 (2015): Enero ; 80-103
El ejercicio del liderazgo académico. Conceptos, ideas y reflexiones para el desarrollo de nuevos estudios
Vega Massó, Roberto; Universidad Finis Terrae
(Santiago de Chile)
2015-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1322
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El artículo aborda el tema del liderazgo académico, para ello recorre las distintas nociones y definiciones de liderazgo, para luego describir y analizar estudios sobre el ejercicio del liderazgo de los rectores de universidades norteamericanas. Todo ello orientado a impulsar investigaciones sobre la temática en otros países y contextos culturales, donde en general se observa un vacío de estudios sobre la naturaleza y alcance de la alta gestión directiva en las universidades.
oai:oai.hipatiapress.com:article/1338
2023-09-26T09:11:26Z
ijelm:ART
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v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1338
2023-09-26T09:11:26Z
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Vol. 3 Núm. 2 (2015): Julio; 113-142
Building a Professional Learning Community: A Way of Teacher Participation in Mexican Public Elementary Schools
Flores Fahara, Manuel; Instituto Tecnologico y de Estudios s
Superiores de Monterrey
Rodríguez Bulnes, Ma. Guadalupe; Universidad Autónoma de Nuevo León
García Quintanilla, Magda; Universidad Autónoma de Nuevo León
2015-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1338
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The professional learning communities and communities of practice approaches in the arena of education appear to hold considerable promise for sustainable school improvement. These approaches flow from the assumption that teacher´s collaboration is central to transform a school into a learning organization. They also provide opportunities for teachers’ professional development. The literature shows that schools are frequently called upon to improve by developing high levels of teacher collaboration. In this study we describe how the process of building a professional learning community took place in two urban public elementary schools located in Monterrey, Mexico in which seven teachers participated, from which three were novices and four experts. Through this study, we found that teachers visualized as possible the ability to generate a space where they could reflect and solve problems while they shared experiences from their teaching practices. This space of reflection also allowed them to create projects and develop a sense of community when they had more time available since the schools were usually involved in many projects.
oai:oai.hipatiapress.com:article/1375
2023-09-26T09:11:50Z
ijelm:ED
driver
v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1375
2023-09-26T09:11:50Z
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Vol. 3 Núm. 1 (2015): Enero ; 1-3
Editorial: Presidents, principals and teachers. New ways of leading schools and universities
Tintoré, Mireia; Universitat Internacional de Catalunya (UIC)
2015-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1375
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oai:oai.hipatiapress.com:article/1376
2023-09-26T09:11:50Z
ijelm:BR
driver
v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1376
2023-09-26T09:11:50Z
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Vol. 3 Núm. 1 (2015): Enero ; 104-107
Women & Leadership in Higher Education [Book Review]
Carrillo, Carmen; Universitat Internacional de Catalunya
2015-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1376
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oai:oai.hipatiapress.com:article/1377
2023-09-26T09:11:50Z
ijelm:LoR
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v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1377
2023-09-26T09:11:50Z
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Vol. 3 Núm. 1 (2015): Enero ; 108
List of Reviewers
Tintoré, Mireia; Universitat Internacional de Catalunya (UIC)
2015-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1377
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oai:oai.hipatiapress.com:article/1378
2023-09-26T09:11:50Z
ijelm:FI
driver
v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1378
2023-09-26T09:11:50Z
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Vol. 3 Núm. 1 (2015): Enero ; 1-108
IJELM Vol. 3 No. 1 January 2015
Tintoré, Mireia; Universitat Internacional de Catalunya (UIC)
2015-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1378
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oai:oai.hipatiapress.com:article/1441
2023-09-26T09:11:26Z
ijelm:ART
driver
v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1441
2023-09-26T09:11:26Z
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Vol. 3 Núm. 2 (2015): Julio; 173-191
The Micropolitics of School Principals’ Decision Making in Nigeria: Principals’ Perspective
Olayiwola, Shina; Obafemi Awolowo University, Ile-Ife, Nigeria
Alabi, Kingsley; Obafemi Awolowo University, Ile-Ife, Nigeria
2015-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1441
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This study depicted a micropolitical analysis of school principals’ decision making as regards the influence of formal and informal groups on school administrative processes from the point of view of principals. It was based on descriptive survey study of all 24 public secondary schools within Ile-Ife community, Osun State, Nigeria, out of which a sample of 10 schools was purposively selected. The instrument for data collection was an open-ended questionnaire titled “The micropolitics of school principals’ decision making in Nigeria: Principals’ perspective”. The results showed that decisions’ themes focused on improving quality of teachers and physical facilities in schools. The formal groups responsible for these decisions were principals, teachers, government officials, and parents. The informal groups were watchmen or night guards, non-governmental organizations, mass media agencies, students, and landlords. The study concluded that a complex micropolitical interaction existed in the decision-making processes of school principals due to formal and informal groups’ participation, a consequent of School-Based Management Committee (SBMC) system.
oai:oai.hipatiapress.com:article/1575
2023-09-26T09:11:26Z
ijelm:ART
driver
v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1575
2023-09-26T09:11:26Z
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Vol. 3 Núm. 2 (2015): Julio; 143-172
Liderazgo educativo en México
Parés, Isabel
2015-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1575
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El liderazgo educativo en México es una tema que estuvo olvidado, en cuanto a su estructura formal y desarrollo profesional, por muchas décadas y que finalmente, empieza a cobrar relevancia dentro del contexto de la última Reforma Educativa promulgada en febrero 2013 y que poco a poco, se ha ido implementando, bajo un clima contradictorio entre quienes la apoyan y algunos opositores que han presionado con acciones sociales pacíficas y no pacíficas, para que el gobierno suavice y/o erradique algunas de las medidas de la Reforma Educativa. En concreto, la función directiva vista desde la perspectiva de la Secretaría de Educación Pública, está vinculada al concepto de Gestión Escolar, pues es visto como un supervisor y administrador “moderno” de la educación. Sin embargo, México se encuentra en un proceso de profesionalización de la función directiva, con la finalidad de que directivos y supervisores escolares, sean agentes del cambio y la mejora de la calidad educativa del país.
oai:oai.hipatiapress.com:article/1588
2023-09-26T09:11:26Z
ijelm:BR
driver
v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1588
2023-09-26T09:11:26Z
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Vol. 3 Núm. 2 (2015): Julio; 219-221
Transforming education through teacher leadership
Garcia Carrion, Rocio; University of Cambridge
García-Carrión, Rocío
2015-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1588
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oai:oai.hipatiapress.com:article/1635
2023-09-26T09:10:55Z
ijelm:ART
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v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1635
2023-09-26T09:10:55Z
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Vol. 4 Núm. 1 (2016): Enero ; 72-95
Modelo marco de gestión del conocimiento para una carrera en Universidad pública
Salvador Briceño, Ivan Eduardo; Universidad Nacional Pedro Ruiz Gallo
2016-01-15
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1635
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Uno de los fines de la Universidad es crear y difundir el conocimiento; la administración de una carrera universitaria tiene que adaptarse a los cambios de cómo manejar su propio conocimiento necesario para cumplir ese propósito. Este trabajo presenta un modelo marco de gestión del conocimiento que promueve el desarrollo académico óptimo de la carrera de ingeniería en computación e informática. Un modelo marco provee un punto de referencia para facilitar la administración: define un conjunto consistente de términos y conceptos, que ayuda a comunicarse los administradores, profesores, estudiantes y comunidad en general, evitando alguna confusión y enfocarse en un mismo esfuerzo de gestión; describe un proceso que provee una dirección para las actividades con lo cual se simplifica la toma de decisiones. El modelo se ha construido tomando como referencia modelos difundidos en fuentes acreditadas y ha sido adecuado para nuestra realidad. Implementar el modelo marco hará que el desarrollo académico de la carrera mejore substancialmente, lo que se verá reflejado en la competitividad del egresado.
oai:oai.hipatiapress.com:article/1642
2023-09-26T09:11:26Z
ijelm:ART
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v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1642
2023-09-26T09:11:26Z
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Vol. 3 Núm. 2 (2015): Julio; 192-218
Pedagogía y liderazgo pedagógico
Ureta, Xavier; Universitat Internacional de Catalunya
2015-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1642
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La búsqueda de respuestas a su profesión como pedagogo, le llevó a estudiarlas a partir de la interpretación y comprensión de su propia historia de vida profesional, siguiendo el camino que, en este sentido, nos abre la metodología fenomenológica hermenéutica. En la primera parte se exponen los fundamentos metodológicos. En la segunda, el autor explica una etapa de su vida, que marcó su futuro profesional como pedagogo y sus etapas de liderazgo pedagógico. Al final nos abre la puesta para proyectarnos nosotros mismos a través de la interpretación y comprensión de los ámbitos de trabajo pedagógico que su experiencia le ha sugerido.
oai:oai.hipatiapress.com:article/1646
2023-09-26T09:11:26Z
ijelm:ED
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v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1646
2023-09-26T09:11:26Z
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Vol. 3 Núm. 2 (2015): Julio; 109-112
Editorial. Disseminating good leadership practices across the globe
Tintoré, Mireia; Universitat Internacional de Catalunya (UIC)
2015-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1646
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oai:oai.hipatiapress.com:article/1652
2023-09-26T09:11:26Z
ijelm:FI
driver
v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1652
2023-09-26T09:11:26Z
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Vol. 3 Núm. 2 (2015): Julio; 109-221
IJELM 3(2)
Tintoré, Mireia; Universitat Internacional de Catalunya (UIC)
2015-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1652
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oai:oai.hipatiapress.com:article/1687
2023-09-26T09:10:55Z
ijelm:ART
driver
v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1687
2023-09-26T09:10:55Z
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Vol. 4 Núm. 1 (2016): Enero ; 48-71
University Organizational Culture through Insider Eyes: A Case Study of a Writing Program
Conley, Sharon; University of California, Santa Barbara
2016-01-15
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1687
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Using a case study approach, the authors examined university administrator and instructor perspectives about a writing program's organizational culture. In so doing, members of the writing program were invited to participate in interviews over a three-year period. The case study suggests that examples of culture through a three-lens perspective (integration, differentiation, and fragmentation) provided a more nuanced reading of the program's identity than a single lens could. The authors suggested that this wider frame of organizational culture for understanding policy and practice has implications for leadership in such areas as personnel evaluation and the encouragement of experimentation with teaching.
oai:oai.hipatiapress.com:article/1691
2023-09-26T09:10:55Z
ijelm:ART
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v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1691
2023-09-26T09:10:55Z
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Vol. 4 Núm. 1 (2016): Enero ; 30-47
INSTRUCTIONAL LEADERSHIP: THE ROLE OF HEADS OF SCHOOLS IN MANAGING THE INSTRUCTIONAL PROGRAMME
Manaseh, Aaron Mkanga; Mkwawa University College of Education
2016-01-15
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1691
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Scholars and practitioners agree that instructional leadership (IL) can be one of the most useful tools for creating an effective teaching and learning environment. This paper investigates the instructional leadership practices engaged in by heads of secondary schools to enhance classroom instruction and students learning, particularly the way they manage the school instructional programme. Two objectives guided the study: to explore the informants’ understanding on the concept of instructional leadership; and to examine the role played by heads of schools (HoSs) in managing the instructional programme to enhance teachers’ classroom instruction and students’ learning. It draws on the qualitative data generated from interviews, focus group discussions, and observations. The informants for this study were HoSs, senior academic masters/mistresses, teachers and students. The study findings confirm that HoSs, SAMs, teachers and students were not familiar with the concept of instructional leadership. On the other hand the instructional programme was not effectively managed as heads of departments were not involved in curriculum coordination, syllabi were not covered on time, and HoSs did not undertake classroom observations or engage in review of curriculum materials. The paper, however, concludes that without an effective management of the instructional programme in favour of promoting teachers’ classroom instruction and students’ learning, efforts to that effect are doomed to fail.
oai:oai.hipatiapress.com:article/1706
2023-09-26T09:10:23Z
ijelm:ART
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1706
2023-09-26T09:10:23Z
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Vol. 4 Núm. 2 (2016): Julio; 127-146
Investigating Principals’ Knowledge and Perceptions of Second Language Programs for English Language Learners
Padron, Yolanda; Texas A&M University
Waxman, Hersh; Texas A&M University
2016-07-15
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1706
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This study examined principals’ knowledge and perceptions of second language programs for English language learners (ELLs) operating in their schools. An open-ended survey and in-depth interviews were used to examine elementary school principals’ knowledge of the second language programs implemented at their schools. The survey asked principals about the strengths and challenges accompanying the program model currently implemented in their school(s), both anticipated and unanticipated of the program, and the staffing and professional development needed to improve the program. The interview asked similar questions to those on the survey and additional questions about the specific second language program(s) operating in their schools. Results indicated that principals had very limited knowledge about how the second language program(s) operating in their schools. Generally, principals attributed the success of their second language programs to the teachers in the program. The lack of knowledge about how to properly implement second language program is of concern since it is important for principals to be instructional leaders in their schools. Knowing how teachers should implement second language programs appropriately can assist principals in providing support to teachers as well as determining the type of training that their teachers may need in working more effectively with second language students.
oai:oai.hipatiapress.com:article/1842
2023-09-26T09:10:55Z
ijelm:ART
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1842
2023-09-26T09:10:55Z
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Vol. 4 Núm. 1 (2016): Enero ; 5-29
Do it Yourself in Education: Leadership for Learning across Physical and Virtual Borders
Domingo-Coscollola, Maria; Universitat Internacional de Catalunya
Arrazola-Carballo, Judith; Universidad de Barcelona (UB)
Sancho-Gil, Juana Maria; Universitat de Barcelona (UB)
2016-01-15
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1842
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Today more than ever, educational institutions need educational leaders who are able to promote profound, substantive and sustainable change. This paper is based on the efforts and results of the first stage of a European project implemented in universities and primary and secondary schools in Spain, Finland and the Czech Republic. The project seeks to explore the changes (and its educational effects) that have occurred in the last decade regarding digital competencies, especially in relation to the emergence of a culture of collaboration that connects youth learning, technology and a Do-it-Yourself (DIY) ethos. To achieve the project's objective, we followed a methodology based on the principles of collaborative action research (CAR). We have analysed the curricula and study plans of the participating institutions in order to explore how and where the project could be applied. We conducted a series of focus groups with teachers, students and parents to discuss notions of DIY learning among the educational communities. Based on these discussions, we began to analyse how each context envisions DIY learning and how it relates to the notion of virtual space. We finished the first stage with the professional development of the teachers, which was aimed at shaping the DIYLabs implementation plan.
oai:oai.hipatiapress.com:article/1848
2023-09-26T09:10:23Z
ijelm:ART
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1848
2023-09-26T09:10:23Z
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Vol. 4 Núm. 2 (2016): Julio; 103-126
Leaders’ Communication Pattern: A Predictor of Lecturers’ Job Performance in Nigeria
Fashiku, Christopher Oluwatoyin; Obafemi Awolowo University, Ile-Ife
2016-07-15
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1848
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The study investigated influence leaders’ communication pattern has on lecturers’ job performance in Kwara State Colleges of Education, Nigeria. Using the descriptive survey method, the population of the study was made up of all lecturers and students of the existing three state government owned Colleges of Education in the state. Five hundred respondents were sampled from the Colleges using proportional simple random sampling technique to select 200 academic staff and 300 students from the Colleges. Four research hypotheses were formulated while two validated instruments titled “Provosts’ Communication Styles Descriptive Questionnaire”(PCSDS) and “Teachers’ Effectiveness Descriptive Questionnaire” (TEDQ) were designed to elicit information from both lectures and students. Pearson product moment correlation coefficient statistics was used in analyzing the collected data in order to validate the assumptions. The results of the investigation revealed that: a significant relationship existed between leaders’ democratic communication pattern and lecturers’ job performance in the Colleges with calculated r value 0.718 > r table value 0.195, leaders’ Autocratic communication pattern did not significantly relate to lecturers job performance in the Colleges cal r value 0.163 < cal t val0.195, leaders’ laissez faire pattern of leaders’ communication not significantly related to lecturers’ job performance with r value 0.165 < t value 0.195 and that leaders’ communication pattern significantly related to lecturers’ job performance with r value 0.790 > t value 0.195, all at 0.05 significant level and 498 degrees of freedom. The study concluded that leaders’ pattern of communication significantly enhanced lecturers job performance in Kwara State Colleges of Education, Nigeria and recommended that leaders should as much as possible engage in democratic communication pattern in order to facilitate the attainment of the stated aims and objectives of the institutions.
oai:oai.hipatiapress.com:article/1874
2023-09-26T09:10:55Z
ijelm:BR
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1874
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Vol. 4 Núm. 1 (2016): Enero ; 96-98
Ética en dirección de empresas. Calidad humana para una buena
Bastons Prat, Miquel; Universitat Internacional de Catalunya
2016-01-15
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1874
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oai:oai.hipatiapress.com:article/1889
2023-09-26T09:10:55Z
ijelm:ED
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1889
2023-09-26T09:10:55Z
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Vol. 4 Núm. 1 (2016): Enero ; 1-4
Editorial. Multiperspective Leadership
Tintore, Mireia; Universitat Internacional de Catalunya (UIC)
2016-01-15
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1889
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oai:oai.hipatiapress.com:article/1890
2023-09-26T09:10:55Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1890
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Vol. 4 Núm. 1 (2016): Enero ; 1-99
IJELM Vol. 4 N. 1
Tintore, Mireia; Universitat Internacional de Catalunya (UIC)
2016-01-15
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1890
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oai:oai.hipatiapress.com:article/1891
2023-09-26T09:10:55Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1891
2023-09-26T09:10:55Z
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Vol. 4 Núm. 1 (2016): Enero ; 99
List of reviewers 2015
Tintore, Mireia; Universitat Internacional de Catalunya (UIC)
2016-01-15
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1891
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oai:oai.hipatiapress.com:article/2110
2023-09-26T09:09:01Z
ijelm:ART
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2110
2023-09-26T09:09:01Z
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Vol. 6 Núm. 1 (2018): Enero ; 18-39
School Principals in Spain: an Unstable Professional Identity
Ritacco Real, Maximiliano; Universidad de Zaragoza
Bolívar Botía, Antonio; Universidad de Granada
2018-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2110
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The article proposes an emerging approach in research on school leadership, within the framework of the “International Successful School Principalship Project(ISSPP)”, where one of the three key research strands is “Principals’ identities”. It formulates, first, the theoretical framework for the professional identity from a narrative approach, linked -at the same time- to the practice of leadership, as an interactive relationship with the other members of the school. Successful leadership practices depend to a large degree on strong principals’ identities. Second, it analyzes the biographical interviews of 15 school principals, through a process of structuring and categorizing the data collected, applying content analysis. The dimension of the principals’ identities emerges in different categories: a) Personal identity; b) Professional identity (internal perspective); c) Professional identity (external perspective); d) Social identity; e) Professionalization; [and] d) Dual identity. Finally, the results are discussed, and lines are proposed to articulate and strengthen the identity of school principals in Spain.
oai:oai.hipatiapress.com:article/2164
2023-09-26T09:10:23Z
ijelm:ART
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2164
2023-09-26T09:10:23Z
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Vol. 4 Núm. 2 (2016): Julio; 147-176
Autopercepción del ejercicio de liderazgo ético de dirigentes universitarios
Unda, Sofía; UNIR
2016-07-15
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2164
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.There is a clear shortage in academic research on ethical leadership, specially at an educational context, whatever its level. Therefore, it has been detected the need for an specific research on how university managers perceive themselves exercising their ethical leadership in such a context. In this sense, this work offers definite results obtained through the research developed in April 2013 with 31 university managers working in Social Councils, University Boards as well as other university teams, both at public and private national universities all over Spain. These results have shown that their self-perceptions are basically supported by a possitive conception of their decisions. In fact, 20 out of 29 university managers interviewed have declared being totally aware of the integrity of their decision-making processes. They had been previously interviewed through semi-structured surveys whose contents have been analysed according to the ATLAS.ti.7 Programme.Finally, by means of a mixed-analytical strategy previous codes were defined and structured, in order to organize the answers given by the university managers, whilst new codes were emerging from the discussion. As a result, five general codes defining the appropiate categories for university managers self-perception were analyzed in detail: a) possitive self-perception, b) possitive but partial self-perception, c) negative self-perception/cooperative, d) negative self-perception/leader and e) unable to self-perception.
oai:oai.hipatiapress.com:article/2166
2023-09-26T09:10:23Z
ijelm:ART
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2166
2023-09-26T09:10:23Z
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Vol. 4 Núm. 2 (2016): Julio; 177-197
Liderazgo estudiantil y ramas de conocimiento:Un estudio aproximativo en la Universidad de Granada
El Homrani, Mohammed; Universidad de Granada
Conde Lacárcel, Alfonso; Universidad de Granada
Ávalos Ruiz, Inmaculada; Universidad de Granada
2016-07-15
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2166
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Presentamos una investigación descriptiva realizada en la Universidad de Granada que tiene como objetivo principal: Conocer, describir, analizar y valorar las percepciones de los líderes estudiantiles universitarios sobre sí mismos, según los diferentes Centros y cargos, y realizar propuestas de mejora que fomenten la participación de los estudiantes en los procesos electorales y en la vida política universitaria. Hemos llevado a cabo un diseño no experimental, y realizado la recogida de información por medio de cuestionarios, entrevistas semi-estructuradas y grupos de discusión sobre una muestra intencional de 73 representantes y líderes estudiantiles pertenecientes a las distintas ramas de conocimiento a la que hemos podido acceder. El análisis de los datos obtenidos nos ha permitido obtener una descripción de los distintos cargos de representación estudiantil y la vida política en la Universidad de Granada, así como establecer futuras líneas de mejora en base a las percepciones, expectativas, desarrollo de sus funciones y valoraciones de los propios representantes. Como conclusiones a este estudio, proponemos la necesidad de fomentar la participación y el liderazgo estudiantil a través del reconocimiento de créditos de libre configuración, y certificaciones por actividades de gestión y representación del alumnado, así como una mejora de las infraestructuras para realizar sus labores representativas.
oai:oai.hipatiapress.com:article/2168
2023-09-26T09:10:23Z
ijelm:BR
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2168
2023-09-26T09:10:23Z
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Vol. 4 Núm. 2 (2016): Julio; 198-201
Book Review. Alan M. Blankstein, Pedro Noguera, with Lorena Kelly. (2016). Excellence through equity. Five principles of courageous leadership to guide achievement for every student. Alexandria, VA, ASCD.
Salvans, Astrid; Universitat Pompeu Fabra
2016-07-15
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2168
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Book review of the book Excellence through equity
oai:oai.hipatiapress.com:article/2188
2023-09-26T09:10:23Z
ijelm:ED
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2188
2023-09-26T09:10:23Z
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Vol. 4 Núm. 2 (2016): Julio; 100-102
Editorial. Human oriented leadership
Tintore, Mireia; Universitat Internacional de Catalunya (UIC)
2016-07-15
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2188
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oai:oai.hipatiapress.com:article/2189
2023-09-26T09:10:23Z
ijelm:FI
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v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2189
2023-09-26T09:10:23Z
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Vol. 4 Núm. 2 (2016): Julio; 100-201
IJELM 4(2) July 2016
Tintore, Mireia; Universitat Internacional de Catalunya (UIC)
2016-07-15
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2189
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oai:oai.hipatiapress.com:article/2231
2023-09-26T09:09:57Z
ijelm:ART
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2231
2023-09-26T09:09:57Z
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Vol. 5 Núm. 1 (2017): Enero ; 59-84
The Drive to Influence Learning
Rodriguez, Diego; Universidad Adolfo Ibáñez
2017-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2231
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At the heart of the educational vocation is a drive to influence, to meaningfully affect the learning and development of others. For adult educators working in higher education, daily activities – from teaching classes to supervising student research to attending faculty meetings to sitting on advisory boards – are full of opportunities to influence. Most educational literature, however, provides little insight into the way adult educators relate to their drive to influence and how this relationship affects their capacity to generate learning, both in the classroom and in their broader professional setting. By analyzing the experiences of an instructional team in teaching and inter-faculty dialogue in a higher education context in Chile this study characterizes the varying ways adult educators relate to their drive to influence. In this paper, I draw on theories of adult development and adaptive leadership, my own ten years of teaching and professional development experience in diverse adult education field settings, and research materials gathered in six semi-structured interviews with four instructors in the team. Overall, I analyze how adult educators make meaning of their drive to influence when faced with complex challenges requiring adaptive learning. I describe the two dynamic psychological processes they experience while in action: (a) the defensive behaviors they employ and (b) the recuperative tactics that enable them to think and act more strategically. By exploring how these adult educators relate to their drive to influence, this article builds understanding of the efficacy of the different psychological mechanisms that adult educators employ in attempting to facilitate learning and change among their students and colleagues. I argue that in order to increase effectiveness in mobilizing learning, adult educators must work to develop a vigilant relationship to their drive to influence, characterized by self-observation in action and greater tolerance for uncertainty.
oai:oai.hipatiapress.com:article/2341
2023-09-26T09:09:57Z
ijelm:ART
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v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2341
2023-09-26T09:09:57Z
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Vol. 5 Núm. 1 (2017): Enero ; 85-108
Responding to Workplace Absenteeism in Tanzania: The case study of Public and Private Schools in Ilala Municipality and Mkuranga District
Mgonja, Michael Greyson; Mkwawa University College
2017-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2341
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AbstractWorkplace absenteeism has widelybeen reported to be a serious problem which undermines smooth service delivery both in developed and developing nations.The problem is reported to be more serious in developing nation. This paper is therefore studyingthe mechanisms used to mitigate workplace absenteeism, their adequacy and the effective utilization of those mechanismsin public and private schools in Ilala Municipality and Mkuranga District in Tanzania. The study relied on in-depth interviews and documentary review to collect data which was analyzed using excel, content and thematic analysis. This study found numerous measureswhich have been put in placeto deal with teachers’ workplace absenteeism both in private and public schools.However, the study found that unlike in private schools, the measures are not seriously executed in public schools. The study recommends that the management of private schools should retain their strictness in dealing with teacher absenteeism. Also, the government should learn the private schools model of dealing with teachers’ absenteeism. Hence it should ensure effective utilization of available measures, improve teacher working environment, promotion and paying salary arrears on time. Again heads of schools should stop covering absenteeism behavior of their subordinates.Furthermore public secondary school management structure should be re- organized to introduce field of supervision at a division level.
oai:oai.hipatiapress.com:article/2435
2023-09-26T09:09:57Z
ijelm:ART
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2435
2023-09-26T09:09:57Z
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Vol. 5 Núm. 1 (2017): Enero ; 30-58
Complexity Leadership: A Theorical Perspective
Baltaci, Ali; Ankara University
Balcı, Ali; Ankara Univerrsity
2017-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2435
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Complex systems are social networks composed of interactive employees interconnected through collaborative, dynamic ties such as shared goals, perspectives and needs. Complex systems are largely based on “the complex system theory”. The complex system theory focuses mainly on finding out and developing strategies and behaviours that foster continuous learning, resonating with new conditions and creativity in organizations with dynamic collaborative management mentality. Complex systems surely need leaders to manage complexity. Complexity leadership could be defined as adaptive mechanisms developed by complex organizations in new conditions required by the information age, rather than technical problems entailed by the industrial age. Complexity leadership is a joint, resultant product of the following three types of leadership: (1) administrative leadership based on strict control and a significant bureaucratic hierarchy (2) adaptive leadership fundamentally based on creative problem solving, resonating with new conditions and learning and (3) action-centered leadership that involves immediate decision-making mechanisms employed in crises and dynamic productivity. The study focuses on complexity leadership within the context of the complexity leadership theory.
oai:oai.hipatiapress.com:article/2469
2023-09-26T09:09:57Z
ijelm:ART
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2469
2023-09-26T09:09:57Z
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Vol. 5 Núm. 1 (2017): Enero ; 6-29
Influencia de las prácticas de liderazgo pedagógico en las prácticas pedagógicas docentes: caso en Chile de las Unidades Técnicas Pedagógicas
Rodríguez Molina, Guillermo Andrés; Universitat Autónoma de Barcelona
Gairín Sallán, Joaquín; Universitat Autónoma de Barcelona
2017-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2469
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El artículo es el resultado de una investigación doctoral que aborda el tema del liderazgo pedagógico, específicamente, se analizó la influencia de las prácticas de gestión curricular de las Unidades Técnicas Pedagógicas (UTP) en las prácticas docentes de establecimientos municipales de Chile. Este estudio fue realizado mediante una metodología mixta, con un diseño cualitativo con enfoque de estudio de casos y uno cuantitativo del tipo descriptivo. El trabajo de campo se realizó en dos regiones de Chile encuestando a 567 Jefes de Unidades Técnicas Pedagógicas (JUTP) y 5 casos. Entre los resultados encontramos que los JUTP tienen mayor preparación en ámbitos de gestión pedagógica que los directores, además utilizan entre el 40 y 100% de su tiempo en tareas de la enseñanza y el currículo, también son los que implementan sobre un 90% todas las prácticas de liderazgo pedagógico y que las prácticas de reflexión pedagógica y retroalimentación tienen un influencia positiva en los docentes. Una de las principales conclusiones es que los JUTP ejercen la mayoría de funciones del liderazgo pedagógico, son reconocidos como líderes pedagógicos por el cuerpo docente, a nivel de prácticas tienen una influencia directa y positiva en varias de las prácticas pedagógicas de los profesores.
oai:oai.hipatiapress.com:article/2470
2023-09-26T09:09:57Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2470
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Vol. 5 Núm. 1 (2017): Enero ; 109-111
The future of Leadership – An Explorative Study into Tomorrow’s Leadership Challanges.
Morlà Folch, Teresa; Universidad Rovira i Virgili
2017-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2470
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oai:oai.hipatiapress.com:article/2506
2023-09-26T09:09:57Z
ijelm:ED
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2506
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Vol. 5 Núm. 1 (2017): Enero ; 1-5
Editorial
Tintoré, Mireia
2017-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2506
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oai:oai.hipatiapress.com:article/2507
2023-09-26T09:09:57Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2507
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Vol. 5 Núm. 1 (2017): Enero ; 112
List of Reviewers
Tintoré, Mireia
2017-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2507
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oai:oai.hipatiapress.com:article/2508
2023-09-26T09:09:57Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2508
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Vol. 5 Núm. 1 (2017): Enero ; 1-112
Full Issue
Tintoré, Mireia
2017-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2508
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oai:oai.hipatiapress.com:article/2514
2023-09-26T09:09:31Z
ijelm:ART
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2514
2023-09-26T09:09:31Z
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Vol. 5 Núm. 2 (2017): Julio; 178-197
ESTUDIO SOBRE LIDERAZGO ESTUDIANTIL DESDE UN ENFOQUE SOCIO-POLÍTICO EN LA UNIVERSIDAD SANTO TOMÁS DE BUCARAMANGA (COLOMBIA)
LÓPEZ GÓMEZ, MIGUEL; Universidad Santo Tomás de Bucaramanga
CÁCERES RECHE, MARÍA PILAR; Universidad de Granada
AGREDA MONTORO, MIRIAM; Universidad de Jaen
2017-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2514
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El artículo presenta un estudio descriptivo del análisis de las percepciones de los líderes estudiantiles con cargos de representación en el gobierno universitario, así como de los directivos y docentes, respecto a dimensiones de liderazgo como: cualidades, formación, liderazgo social y político, valoración y reconocimiento para determinar sus características y perfiles de liderazgo con el fin de crear un programa de formación para el liderazgo social y político, en la Universidad Santo Tomás de Bucaramanga. Se siguió un método no experimental de investigación, aplicando instrumentos cuantitativos como el cuestionario. Algunos de los resultados confirman la importancia del ejercicio del liderazgo estudiantil en los cargos de representación en el gobierno universitario el desarrollo de las capacidades requeridas y la necesidad de apoyo institucional en programas de formación.
oai:oai.hipatiapress.com:article/2631
2023-09-26T09:09:31Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2631
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Vol. 5 Núm. 2 (2017): Julio; 198-215
THE TASKS OF REVIEWING AND FINDING THE RIGHT ORGANIZATIONAL CHANGE THEORY
Alase, Abayomi Oluwatosin; Northeastern University
2017-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2631
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Organizational change is probably the singular most important undertaken that many organizations wish they could do to affect their productivities/profitability performances. This review paper will highlight some of the well-known theories and approaches to organizational change. In the late 1990s and early 2000s, America had one of the best economies in decades and many of her citizens were able to benefit from it both financially and educationally; the economy (and educational aspirations) grew expeditiously and lifted millions of Americans out of poverty. These economical and educational turnarounds were achieved due in part to innovative and transformational leaders who understand that in order for businesses to grow, organizational change has to be an integral part of the process. However, the issue now is that there seems to be too many complex and confusing change theories that profess to have the remedies for ‘fixing’ the organizational problems. Ideally, however, this review paper will try to highlight the essentials of the selected organizational change and leadership theories and simplify them by making them accessible and understandable. Additionally, this review will try to ease some of the confusions of the theories and potentially help guide the change agents to the appropriate organizational change theories.
oai:oai.hipatiapress.com:article/2680
2023-09-26T09:07:35Z
ijelm:ART
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2680
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Vol. 7 Núm. 2 (2019): Julio; 231-256
Liderazgo educativo en el Departamento de Matemáticas. Impulsar la formación didáctica de las matemáticas.
Vidal Raméntol, Salvador; UIC. Barcelona
2019-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2680
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Para mejorar la enseñanza aprendizaje de las matemáticas ha resultado de gran eficacia la creación y puesta en marcha del departamento de Matemáticas, como motor de un centro educativo para coordinar de forma vertical toda la enseñanza de esta materia desde educación infantil hasta la post obligatoria.Todos los profesores ejercen un liderazgo compartido y tienen su foro para debatir y acordar propuestas de innovación y restructuración de la enseñanza, introduciendo nuevos métodos y compartiendo materiales y experiencias de éxito en sus aulas.En este artículo se determina la creación de dicho Departamento y se definen las funciones que debe tener, cuáles deberían ser también las funciones de su jefe y que debería impulsar el Departamento. Una vez definidas sus funciones se proponen dos métodos para llevar a cabo las reuniones de forma eficaz. Un método son los Círculos de Calidad y otro Investigación – Acción. Los dos se presentan con ejemplos concretos de cómo se llevaron a cabo y los resultados obtenidos. El fruto del primer año de puesta en práctica, fue la creación de comisiones para impulsar la construcción del propio material de matemáticas que los profesores querían llevar a cabo en sus aulas. Se comprueba la importancia del liderazgo para crear organizaciones que funcionen.
oai:oai.hipatiapress.com:article/2751
2023-09-26T09:09:31Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2751
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Vol. 5 Núm. 2 (2017): Julio; 148-177
LEADERSHIP IN SOCIAL MOVEMENTS: THE CASE OF OJO CON TU OJO
Valls, Rosa; Universitat de Barcelona
Aubert Simón, Adriana; Universidad de Barcelona
Puigvert Mallart, Lidia; Universidad de Barcelona
Flecha Fernandez de Sanmamed, Ainhoa
2017-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2751
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Leadership has been a topic of much interest in the analysis of social movements. Drawing from qualitative fieldwork, this article analyzes the leadership that was developed by Ester Quintana, who was the last victim to be injured by a rubber bullet during a demonstration in Barcelona (Spain). Together with her friends and other people, Quintana created the Ojo con tu ojo movement (Watch out for your eye). Specifically, the article explores the relevance of Quintana’s prior experiences in participatory and dialogic movements and identifies the way that she transferred this knowledge to Ojo con tu ojo as the key to the success of the movement. In only 12 months, Ojo con tu ojo achieved something that other similar social movements in Spain had not achieved in the past: a legislation change that bans the use of rubber bullets by the police.
oai:oai.hipatiapress.com:article/2840
2023-09-26T09:09:31Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2840
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Vol. 5 Núm. 2 (2017): Julio; 116-147
"WE DON'T TALK ABOUT UNDOCUMENTED STATUS…WE TALK ABOUT HELPING CHILDREN": HOW SCHOOL LEADERS SHAPE SCHOOL CLIMATE FOR UNDOCUMENTED IMMIGRANTS
Crawford, Emily; University of Missouri, Columbia
Witherspoon Arnold, Noelle; The Ohio State University
2017-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2840
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The racial/ethnic tensions, policies, and practices in society can be mirrored in spaces and institutions like schools. In schools, sociopolitical discourses can be reproduced and protected in institutional policies. One way K-12[i] leaders can initiate change and limit marginalization is by creating a school environment that accepts and integrates students regardless of legal status.. This study investigate how K-12 school leaders influence the school climate to enhance receptiveness for undocumented students, and the children of undocumented immigrants. Study findings come from a CTA of nine school leaders in K-12 schools in two urban districts in Texas along the U.S.-Mexico border. Findings demonstrate that leaders acted to increase student performance, sense of belonging at school, and to enhance student integration and participation in school as paths to a welcoming school climate. Their talk revealed they used practices and strategies to reduce barriers between home and schooling cultures.
oai:oai.hipatiapress.com:article/2858
2023-09-26T09:09:01Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2858
2023-09-26T09:09:01Z
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Vol. 6 Núm. 1 (2018): Enero ; 40-75
The Effect of Authentic Leadership on School Culture: A Structural Equation Model
Karada, Engin
Öztekin, Ozge
2018-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2858
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In the study, the effect of school principals’ authentic leadership behaviors on teachers’ perceptions of school culture was tested with the structural equation model. The study was carried out with the correlation research design. Authentic leadership behavior was taken as the independent variable, and school culture was taken as the dependent variable. The participants in the study were 256 teachers from 15 elementary schools. In the study, the research data were collected with the Authentic Leadership Scale (Walumbwa, Avolio, Gardner, Wernsing & Peterson, 2008) and the Organizational Culture Scale (Karada?, 2009). The Authentic Leadership Scale included the factors of (i) self-awareness, (ii) transparency in relations, (iii) balanced processing and (iv) internalized ethical viewpoint; as for the Organizational Culture Scale, it was made of such factors as (i) managerial and (ii) aim. In the study, in order to test the structural equation model formed theoretically, path analysis was conducted to investigate the appropriate models and to combine the measurement error in both latent and observed variables. The findings obtained demonstrated that the school principals’ authentic leadership behaviors had positive effect on teachers’ perceptions of school culture.
oai:oai.hipatiapress.com:article/2867
2023-09-26T09:09:31Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2867
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Vol. 5 Núm. 2 (2017): Julio; 216-217
School Leadership, Citizenship Education and Politics in China
Burgués de Freitas, Ana
2017-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2867
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oai:oai.hipatiapress.com:article/2868
2023-09-26T09:09:31Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2868
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Vol. 5 Núm. 2 (2017): Julio; 116-217
Full Issue
Redondo-Sama, Gisela
2017-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2868
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oai:oai.hipatiapress.com:article/2876
2023-09-26T09:09:01Z
ijelm:ART
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2876
2023-09-26T09:09:01Z
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Vol. 6 Núm. 1 (2018): Enero ; 76-95
Estrategias para Mejorar la Visibilidad de las Mujeres Directivas en las Instituciones Educativas
Tomas Folch, Marina; Universitat Autònoma de Barcelona
Castro Ceacero, Dieo; Universitat Autònoma de Barcelona
2018-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2876
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El presente artículo se plantea como objetivo identificar las estrategias y recursos que facilitan la visibilidad de las mujeres que asumen la dirección de los centros educativos no universitarios. Se ha realizado un estudio cualitativo en el que mediante cuatro grupos de discusión, 38 directivas pertenecientes a tres ámbitos educativos diferentes (sistema educativo formal, administración del sistema educativo y ámbito de la educación no formal) han participado en un proceso de identificación, diseño y creación de estrategias orientadas a mejorar y aumentar la visibilidad de las líderes en el sector educativo. Los resultados han permitido identificar 28 estrategias diferentes para aumentar la visibilidad de las mujeres que dirigen centros educativos. Estas estrategias atienden a cinco áreas de actuación diferenciada: reconocimiento del valor del liderazgo femenino, estrategias de formación, medidas de naturaleza normativa, estrategias de comunicación y medidas de aumento de la presencia de las mujeres en los espacios públicos.
oai:oai.hipatiapress.com:article/2886
2023-09-26T09:09:01Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2886
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Vol. 6 Núm. 1 (2018): Enero ; 2-17
Measuring the (dis) satisfaction of the employees in the Macedonian companies
Mitreva, Elizabeta; Faculty of Tourism and Business Logistics, Gevgelija, "Goce Del?ev" University, Štip, Republic of Macedonia
Taskov, Nako; aculty of Tourism and Business Logistics, Gevgelija, "Goce Del?ev" University, Štip, Republic of Macedonia
Krivokapi?, Zdravko; Faculty of Mechanical Engineering Podgorica, University of Montenegro
Jovanovic, Jelena; Faculty of Mechanical Engineering Podgorica, University of Montenegro
2018-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2886
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The (dis)satisfaction of the employees who create and realize activities is as much important as the satisfaction of the buyers. In this paper, we have presented the results from the research in the Macedonian companies concerning the capacity of the leadership to motivate the employees to do their job efficiently and to preserve their initiative and devotion to the job.The data received from the research have helped in giving useful information about the business process improvement in defining the measures that need to be taken by the management in order to crate permanent values for the employees, which will satisfy all parties.The solution has been found in the promotion of the management system through the adoption of the new TQM (Total Quality Management) strategy, then the development of the staff and the teamwork, as well as the advancement of the processes much earlier before purchasing new technology.
oai:oai.hipatiapress.com:article/3103
2023-09-26T09:08:27Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3103
2023-09-26T09:08:27Z
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Vol. 6 Núm. 2 (2018): Julio ; 180-205
La Formación en el Rol de la Dirección Eficaz en la Comunidad Autónoma de Andalucía
García-Martínez, Inmaculada; Universidad de Granada
Higueras-Rodríguez, Lina; Universidad de Granada
2018-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3103
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Esta investigación surge del interés de conocer cómo formar a buen líder. Para ello se estudió los diferentes cursos especializados sobre formación de directivos escolares en la Comunidad Autónoma de Andalucía. Se hizo una selección sobre los módulos/cursos que trataban la temática en sí: “Formación sobre el desarrollo de la Función Directiva”. Tras realizar el análisis se ha podido evidenciar la necesidad de formar a los directivos escolares para que lleven a cabo un buen liderazgo y gestión del centro educativo.
oai:oai.hipatiapress.com:article/3111
2023-09-26T09:08:27Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3111
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Vol. 6 Núm. 2 (2018): Julio ; 154-179
Extrovert Followership and its Impact on Agreeable Leadership
Abbas, Syed Ali
2018-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3111
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This study recons the need for research on effective role of followership in mentoring a leader to set pattern or direction for leader. A reinvented concept of leader being a team man needs active participation from followers in changing business dynamics. The sample consisting of middle level management having leader (heads/ supervisors from education sector) above it has been taken and results are achieved using inferential statistics, so to verify the need of followers for result oriented leadership. The results depict that certain personality traits backed by “Big Five Model” are found to be important for followers to have an impact on leader’s decision making. As this study analyses the mutual characteristic of leader follower relation statistically while putting follower on the fore front, the originality of study is ensured. As for limitation, this study may show different results as per variant geographical and economical regions in which followers’ expectations may vary accordingly.
oai:oai.hipatiapress.com:article/3192
2023-09-26T09:09:01Z
ijelm:BR
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3192
2023-09-26T09:09:01Z
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Vol. 6 Núm. 1 (2018): Enero ; 96-97
Book review
Elboj Saso, Carmen; Universidad de Zaragoza
2018-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3192
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oai:oai.hipatiapress.com:article/3359
2023-09-26T09:08:27Z
ijelm:ART
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3359
2023-09-26T09:08:27Z
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Vol. 6 Núm. 2 (2018): Julio ; 126-153
Relation between School Managers and Teachers Downward and Upward Influence Tactis and Organizational Justice
Kuru Cetín, Saadet
Cinkir, Sakir
2018-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3359
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Abstract In this study, it was aimed to determine how the secondary school administrators and teachers influence each other and their perceptions towards the types of organizational justice. It was also tested whether the types of organizational justice predict the organizational influence strategies or not.The data was collected from 284 school administrators and 854 teachers. According to the results of the study, while teachers highly use friendliness, bargaining and assertiveness tactics to influence their managers, they use higher authority and coalition tactics at moderate level. The teachers use reasoning tactics the least. On the other hand, school administrators use friendliness, bargaining and coalition tactics highly, higher authority and sanction tactics at moderate level and reasoning tactics the least. The results also showed that among the types of organizational justice the distributive justice, procedural justice and interactional justice predicts the organizational influence strategies of the teachers and the school administrators the best.
oai:oai.hipatiapress.com:article/3519
2023-09-26T09:08:00Z
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Vol. 7 Núm. 1 (2019): Enero; 104-134
Pedagogical leadership in High School: Contributions from the Assessment of Burnout - Resilience in Teachers
Vicente de Vera García, Mª Inmaculada; Universidad Pública de Navarra (UPNA), Facultad de Ciencias Humanas y Sociales. Departamento de PsicologÃa y PedagogÃa
Gabari Gambarte, M. Inés; Universidad Pública de Navarra (UPNA), Facultad de Ciencias Humanas y Sociales. Departamento de Psicología y Pedagogía
2019-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3519
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El liderazgo pedagógico en Educación Secundaria supone el conocimiento de herramientas que minimicen los efectos nocivos en la salud y bienestar de los docentes, consecuentes a demandas físicas, mentales, emocionales y relacionales propios de este ámbito profesional. En esta dirección, la resiliencia, fortaleza que el ser humano desarrolla ante la adversidad, permite resistir el suceso estresante, rehacerse del mismo e incluso salir fortalecido de la experiencia. El presente estudio empírico pretende establecer relaciones entre las percepciones de burnout y de resiliencia en docentes. La muestra invitada está compuesta por el profesorado de Educación Secundaria de los 24 Institutos de la red pública de enseñanza de la provincia de Huesca (N=1.268), en el curso 2014. Mediante participación voluntaria, se conforma la muestra definitiva con n=167 docentes (13,17%). La recolección de datos se realiza a través de dos cuestionarios: a) adaptación al castellano del Maslach Burnout Inventory-General Survey (MBI-GS), de Salanova, Schaufeli, Llorens, Peiró y Grau (2000) y b) Cuestionario de Evaluación de Resiliencia de Serrano Martínez- Universidad de Zaragoza (2010). Los resultados confirman que las características personales y la resiliencia de la persona actúan como variables moduladoras frente al burnout , señalando una vía de mejora para el ejercicio de un liderazgo transformativo.
oai:oai.hipatiapress.com:article/3534
2023-09-26T09:07:35Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3534
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Vol. 7 Núm. 2 (2019): Julio; 203-230
The Leadership Role of Secondary School Head Teachers in Delivering Integrative Quality Education in Uganda
Mpaata, Kaziba Abdul; Islamic University in Uganda
Mpaata, Zaid; Makerere University Business School
2019-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3534
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The study examined the relationship between the secondary school head teacher’s leadership role in delivering the much needed integrative quality education in Uganda. The specific objectives were; (i) to establish the relationship between the head teacher’s leadership role concerning the aspects of routine administration and management of the school as well as personal development and professionalism and the school’s ability to realize integrative education; (ii) to analyze the relationship between the head teacher’s role in the technical aspect of equipping school labs and the library and school’s ability to realize integrative education; (iii) to analyze the relationship between the head teacher’s role in monitoring of teaching and curriculum coverage and the school’s ability to realize integrative education; and (iv) to analyze the relationship between the head teacher’s role in community engagement and the school’s ability to realize integrative education. It also sought to determine the overall the effect of the head teacher’s leadership role on the school’s ability to realize integrative education. Results reveal that; (1) there is a significant and positive relationship between the head teacher’s leadership role of routine administration of the school and the school’s ability to realize integrative education [r = .927**, p < 0.0001]; (2) there is a significant and positive correlation between the head teacher’s leadership role in equipping school labs and the library and the school’s ability to realize integrative education [r = .701**, p < 0.0001]; (3) there is also a significant and positive correlation between the head teacher’s leadership role in monitoring of teaching and curriculum coverage and the school’s ability to realize integrative education [r = .916**, p < 0.0001]; (4) there is a significant and positive relationship between the head teacher’s leadership role in community engagement and the school’s ability to realize integrative education [r = .637**, p < 0.0001]. As a result, the multiple regression model revealed that there are three (3) significant roles of the head teacher that once performed have a direct effect on enhancing integrative education in the school which are; (i) Routine administration and management of the school (β = .375, t = 2.636, p < 0.10); (ii) monitoring teaching and curriculum coverage (β = .569, t = 4.119, p < 0.0001); and; (iii) Community Engagement (β = .275, t = 1.692, p < 0.094). therefore, despite the general current trend for head teachers to upgrade their professional and personal development, this negatively correlates with the need to realize integrative education [r = -.174, p < 0.065] and its effect from the regression results was also negative and significant (β = -152, t = -2.953, p < 0.004) implying that engaging in personal development directly helps the individual as a person and therefore secondary school head teachers are expected to put strong emphasis on routine administration, community engagement and the monitoring of teaching and curriculum coverage in order to realize the required integrative education which encompasses student knowledge application, acquisition of life career skills and innovation skills.
oai:oai.hipatiapress.com:article/3573
2023-09-26T09:08:00Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3573
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Vol. 7 Núm. 1 (2019): Enero; 72-103
Principals´Personnel Characteristic Skills: a Predictor of Teachers´ Classroom Management in Ekiti State Secondary Schools
Francis, Olowo Busuyi; Obafemi Awolowo University, Ile-Ife, Osun State
Oluwatoyin, Fashiku Christopher; Obafemi Awolowo University, Ile-Ife, Osun State
2019-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3573
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This study examined principals’ personnel characteristic skills and teachers’ classroom management in Ekiti State secondary schools. The research design was the descriptive survey. The population of the study was made up 187 principals and 7,323 teachers in all the 187 public secondary schools in Ekiti State. The sample was made up of 756 respondents which comprised 36 principals and 720 teachers using multistage sampling procedure. Simple random sampling technique was used to select the 36 school principals and 720 teachers across the three senatorial districts of the State. Two instruments used in this study were self-designed questionnaire. They were: Personnel Characteristic Skills Questionnaires (PCSQ) and Teachers’ Classroom Management Questionnaire (TCMQ). Data for the study were analysed using descriptive and inferential statistics. The two research questions raised were analysed using percentage scores while the hypothesis was tested using multiple regression analysis at 0.05 level of significance. The findings of the study showed that 58.9%, 38.3% and 2.8% of secondary school teachers of Ekti State secondary schools demonstrated high, moderate and low level classroom management skills respectively. The result further showed that supervision skill (91%), communication skill (89%), inter-personal relationship skill (88%), decision making skill (84%), and training and development skill (79%) were the personnel characteristic skills adopted by the principals. The study equally showed that the R square value was 0.859 which indicated that 85.9% of variance in the teachers’ classroom management can be accounted for by principals’ personnel characteristic skills. Furthermore, the result indicated that supervision skill (β= 0.519, p<0.05), training and development skill (β= 0.345, p<0.05), inter-personal relationship skill (β= 0.315, p<0.05), communication skill (β= 0.277, p<0.05) and decision making skill (β= 0.228, p<0.05) were significant predictors of teachers’ classroom management in Ekiti State secondary schools. The study therefore concluded that those principals’ personnel characteristic skills (supervisory, training and development, inter-personal relationship, communication, and decision making) positively influenced teachers’ classroom management in Ekiti State secondary schools.
oai:oai.hipatiapress.com:article/3579
2023-09-26T09:08:27Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3579
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Vol. 6 Núm. 2 (2018): Julio ; 206-209
Mejoramiento y Liderazgo en la escuela: Once miradas
Graña Oliver, Raquel; Universidad Autónoma de Madrid
2018-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3579
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oai:oai.hipatiapress.com:article/3602
2023-09-26T09:08:27Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3602
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Vol. 6 Núm. 2 (2018): Julio ; 98-125
Campus Administrators’ Responses to Donald Trump’s Immigration Policy: Leadership During Times of Uncertainty
Burkett, Jerry; University of North Texas at Dalas
Hayes, Sonya
2018-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3602
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Donald J. Trump was elected the 45th President of the United States in November 2016, after more than a year of campaigning on many major issues. Among the key issues presented during then-candidate Trump’s campaign was immigration reform. While Latinos make up the largest ethnic group of non-citizens in the U.S., most of these individuals have resided in the U.S. for a long period of time, have strong family ties, and have children who are lawful U.S. citizens (Baum, 2010; Almeida, Johnson, McNamara, & Gupta, 2011; Sharpless, 2017). The Trump administration’s early days involved a flurry of executive orders and other measures aimed at increasing the enforcement of immigration laws and blocking admission to the U.S. by individuals from specific countries. The purpose of this exploratory research study was to interview principals who lead Hispanic-majority elementary, middle, and high schools to determine how students and school communities are reacting to President Trump’s current policy and rhetoric regarding immigration, and how these principals are responding to the students and communities they serve.
oai:oai.hipatiapress.com:article/3634
2023-09-26T09:08:27Z
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Vol. 6 Núm. 2 (2018): Julio ; 98-209
Full Issue
Camarero-Figuerola, Marta; Universitat Rovira i Virgili
2018-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3634
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oai:oai.hipatiapress.com:article/3647
2023-09-26T09:07:35Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3647
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Vol. 7 Núm. 2 (2019): Julio; 139-170
Complexity Leadership Theory: A Perspective for State-Owned Enterprises in Ghana
Donkor, Francis; University of Electronic Science and Engineering of China
Zhou, Dongmei; University of Electronic Science and Technology of China
2019-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3647
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This article explores the bureaucratic leadership which has bedeviled state owned enterprises for many decades and how its efficacy can be in the 21st century business environment where there uncertainty and chaos. In some manufacturing and state owned enterprises, these theories of traditional bureaucratic leadership approach and decision making strategies persist even though technology and innovation supposed to have taken the greater part of the way of thinking and making organizational objectives achieved through modern way of managing business entities. Thus, SOEs are critical to the economic activity in emerging market countries. The creation of SOEs was meant to provide employment, meet social and political needs, and operate in the sectors of the economy that were of strategic importance to the state. The problem is to offer alternatives of bureaucratic structure that has been used in SOEs and how best to use these alternative theories in practical terms. The pace of change confronting organisations today has added complexity to the organisational landscape and now calls for more flexible and adaptive leadership. Adaptive leaders are able to work more effectively in the unstable global business environment and are also able to adopt a proactive approach in order to keep abreast of the increasing stakeholder pressures in the enterprises. However, inadequate applicability of traditional leadership models have indicated the need to develop new leadership models to solve complex organisational challenge. Hence complexity leadership approach seeks to combine these dynamics to the bureaucratic hierarchies in order to explain the way informal organisational dynamics function properly and also to describe how theses valuable adaptive functions can be promoted to better the operations of SOEs in Ghana.
oai:oai.hipatiapress.com:article/3718
2023-09-26T09:08:00Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3718
2023-09-26T09:08:00Z
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Vol. 7 Núm. 1 (2019): Enero; 2-41
Investigation of Mentorship Process and Programs for Professional Development of School Principals in the U.S.A.: The Case of Georgia
Gumus, Emine; Necmettin Erbakan University
2019-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3718
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The aim of this research is to investigate mentorship process and programs which are designed for professional development of primary and middle school principals in the State of Georgia, U.S.A. With this aim, a qualitative research model and a semi-structured interview technique was used in order to gather in-depth knowledge The study group consisted of 7 experienced school principals who have served or are serving as mentors of novice and experienced principals, 7 new school principals who are being served or were served by experienced mentor principals in Georgia. In this study, face-to-face interviews with principals as both mentors and mentees were conducted by the researcher. From the views of the mentor principals, the mentorship process was described as following: The mentorship contracts generally last one year based on building trust between mentors and mentees. During this year, school visits of mentors are planned throughout the year. It is also found that both mentors and mentees indicated that mentorship was really important for improvement and professional development of new school principals. The results showed that mentors were thought as crucial support partners for new principals who helped them accustom to their jobs and provided them with valuable guidance.
oai:oai.hipatiapress.com:article/3758
2023-09-26T09:08:00Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3758
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Vol. 7 Núm. 1 (2019): Enero; 42-71
Leading and Teaching with Technology: School Principals’ Perspective
Uğur, Naciye Güliz
Koç, Tuğba
2019-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3758
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Technology has changed the way people live, from use of the Internet to the way they communicate with text messages and e-mails. This change is also evident in education system. This study traced how principals' leadership roles have changed in the school setting because digital natives and society in general have become technologically savvy. The findings for this study were generated from interviews and observations of high school principals. This qualitative research study revealed that administrators are apprehensive about social media in the classroom and that they need to become more familiar with this to better implement technology effectively in the classroom. To ease their apprehension, principals need to change their ways of thinking about social media's use.st digital educational environment.
oai:oai.hipatiapress.com:article/3912
2023-09-26T09:07:35Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3912
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Vol. 7 Núm. 2 (2019): Julio; 171-202
Utilizing Humor to Enhance Leadership Styles in Higher Education Administration
Grace-Odeleye, Beverlyn Elanda; Assistant Professor, East Stroudsburg University of Pennsylvania
Santiago, Jessica; East Stroudsburg University, Department of Academic Enrichment
2019-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3912
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This article examined the literature addressing humor as a potential trait that may be adapted to enhance leadership styles in higher educational administration. The paper provides an overview of humor research from several disciplines of the effects on major leadership contemporary leadership theories on leadership styles and relate them to higher educational administration. and addresses the link between humor as additional important trait to leadership competencies. A theoretical rationale for the importance of humor as functional management communication, especially as it relates to leadership practices is developed. The review provides practical implications and strategic insights, and practical ways of incorporation of humor into leadership styles in higher education administration. Also presented are practical applications of humor on what may help leaders improve their leadership skills by learning to use humor personally and organizationally in management. his literature review concludes that humor is a useful, but delicate tool for leaders and suggestions and offers recommendations in its use.
oai:oai.hipatiapress.com:article/4007
2023-09-26T09:08:00Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4007
2023-09-26T09:08:00Z
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Vol. 7 Núm. 1 (2019): Enero; 135-137
Review: Global Women Leaders. Breaking boundaries.
Tellado, Itxaso; Universitat de Vic
2019-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4007
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oai:oai.hipatiapress.com:article/4008
2023-09-26T09:08:00Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4008
2023-09-26T09:08:00Z
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Vol. 7 Núm. 1 (2019): Enero; 138
List of Reviewers
Editors, IJELM
2019-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
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oai:oai.hipatiapress.com:article/4009
2023-09-26T09:08:00Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4009
2023-09-26T09:08:00Z
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Vol. 7 Núm. 1 (2019): Enero; 2-138
Full Issue
Editors, IJELM
2019-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4009
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oai:oai.hipatiapress.com:article/4044
2023-09-26T09:06:37Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4044
2023-09-26T09:06:37Z
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Vol. 8 Núm. 1 (2020): Enero ; 88-111
Prácticas de liderazgo intermedios en organizaciones escolares de Chile
Rodríguez Molina, Guillermo Andrés; Universidad de Concepción
Gairín Sallán, Joaquín; Universitat Autónoma de Barcelona
2020-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4044
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Esta contribución tiene por objetivo describir los liderazgos intermedios de las organizaciones escolares, sus prácticas y como se asocian con las prácticas docentes. Principalmente, en el caso de Chile se diferencia el liderazgo escolar en uno administrativo (director de la organización) y otro pedagógico (líder intermedio “LI”). Se utilizó un método mixto de características exploratorias, lo que permitió realizar una descripción y relación entre las prácticas del liderazgo intermedio. Entre los resultados se encontró una alta tasa de prácticas pedagógicas que implementan los líderes intermedios por sobre los directores, y relaciones directas entre lo que hace el LI y los docentes de aula. Lo anterior, llevó a concluir que desarrollando planes pedagógicos con fuerte alcance en lo que realizan los docentes y estos líderes se alcanzarían resultados sobre la media en los procesos de evaluación docente y principalmente que los estudiantes logren aprendizajes con énfasis en el desarrollo de habilidades superiores del pensamiento.
oai:oai.hipatiapress.com:article/4114
2023-09-26T09:06:37Z
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Vol. 8 Núm. 1 (2020): Enero ; 60-87
Ethical leadership and school effectiveness: The mediating roles of affective commitment and job satisfaction
NEGİŞ IŞIK, AYŞE; Cyprus International University
2020-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4114
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This study examines how ethical leadership influences school effectiveness via the mediating role of affective commitment and job satisfaction. For this purpose, 306 teachers completed measures of ethical leadership, affective commitment, job satisfaction, and school effectiveness. The results supported the hypothesized positive links of ethical leadership to affective commitment, job satisfaction, and school effectiveness. The results also revealed that work attitudes (i.e., affective commitment and job satisfaction) partially mediated the relationship between ethical leadership and school effectiveness, indicating both direct and indirect effects of ethical leadership on school effectiveness. In light of these findings, a number of recommendations were given for further research, specifically regarding school administrative research and applications.
oai:oai.hipatiapress.com:article/4298
2023-09-26T09:06:11Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4298
2023-09-26T09:06:11Z
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Vol. 8 Núm. 2 (2020): Julio ; 144- 171
Contemporary educational leadership and its role in converting traditional schools into professional learning communities
Alkrdem, Mofareh; King Khalid University
2020-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4298
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The dynamics of school as a single source of knowledge have changed, which eliminate the organizational obstacles that hinder its learning process and endeavor towards the construction of a leadership competence. The ability of an organization to construct and support the professional learning communities depends on its ability to improve and support an individual. This study therefore aims to investigate the role of contemporary educational leadership in converting traditional schools into professional learning communities. The current study has adopted one of the developmental approaches that simultaneously represent contemporary trends in improving the school. An increase is found among the school staff related to the improvement and development of the project concerning its planning, organizing, implementation, and evaluation. The implementation of reformative perspective increases the desire towards the implementation of decentralization. The work teams are successful in fulfilling all tasks and solving the problems that are encountered by the leaders and members of the team. The concern towards investment in the information and communication technology has been growing to build the leadership capacities of the members of teamwork.
oai:oai.hipatiapress.com:article/4387
2023-09-26T09:07:35Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4387
2023-09-26T09:07:35Z
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Vol. 7 Núm. 2 (2019): Julio; 257-259
Book review: “Modelos de investigación en liderazgo educativo: una revisión internacional”
Queupil Quilamán, Juan Pablo
2019-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4387
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oai:oai.hipatiapress.com:article/4416
2023-09-26T09:06:37Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4416
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Vol. 8 Núm. 1 (2020): Enero ; 2-33
Views of Psychosocial and Organizational Dimensions: The Case of Two Elementary School Leaders
Barnitz, Liz; Goleta Union School District
Conley, Sharon; University of California, Santa Barbara
2020-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4416
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Using a case study approach, the authors explored psychosocial and organizational dimensions of leadership among two elementary school leaders (principals) in Southern California. At each school, interviews with the school's principal as well as two key informants were conducted, and we analyzed the findings based on principals' mental models, self-efficacy, and immunities to change. Using Kellar and Slayton's leadership framework, we considered how psychosocial and organizational leadership contexts fostered conditions to promote organizational change. The findings for this study highlight some of the conditions principals believed were important for organizational improvement as well as challenges faced. Findings indicate that psychological and organizational dimensions reveal complexities of educational leadership by providing a fine-grained portrait of leadership and organizational learning. A study implication is that leaders must not only have time for reflection but also be open to identifying their immunities that may deter efforts at growth and change. Research directions are proposed, including further exploration of how leaders' efforts are shaped by their contexts as well as particular challenges experienced in the role.
oai:oai.hipatiapress.com:article/4482
2023-09-26T09:06:11Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4482
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Vol. 8 Núm. 2 (2020): Julio ; 172-203
Organizational and environmental contexts affecting school principals' distributed leadership practices.
Börü, Neşe
2020-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4482
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The aim of this study is to determine the organizational and environmental contexts that affect the distributed leadership behaviours of school principals working in primary schools in Turkey. A phenomenological research approach has been adopted and data was collected via semi-structured interviews conducted with 15 primary school principals. Maximum variation sampling strategy is used in recruiting participants and the collected data was analysed using content analysis. The results suggested that legislations, school culture, parents’ and students’ culture, national culture, and centralized and bureaucratic structure affect the attitude school principals distribute the leadership in schools. School principals generally do not want to share leadership with teachers or parents. While the justification about teachers is based on their reluctance to take responsibility or the negative competition between them, the justification for parents is based on the potential of parents' leadership to be a threat towards social justice at school. In addition, the law puts more responsibility on school principals, pushing them to become the leader of the school. However, school principals do not have as much authority as responsibility at schools. Thus, the hierarchical structure that intensifies the power in the center will provide more effective control over the school.
oai:oai.hipatiapress.com:article/4490
2023-09-26T09:07:35Z
ijelm:FI
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4490
2023-09-26T09:07:35Z
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Vol. 7 Núm. 2 (2019): Julio; 139-259
Issue Vol 7, 2 July
Camarero-Figuerola, Marta; Universitat Rovira i Virgili
2019-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4490
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oai:oai.hipatiapress.com:article/4525
2023-09-26T09:05:47Z
ijelm:ART
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4525
2023-09-26T09:05:47Z
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Vol. 9 Núm. 1 (2021): Enero ; 28-53
A study on Ethical leadership perceptions and its impact on teachers commitment in Pakistan
Sabir, Sara
2021-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4525
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AbstractThe primary objective of this research article is to study the concept of ethical leadership by determining the perceptions of school teachers regarding ethical leadership behaviors of the school leaders and establishing its relation with teacher’s commitment. In addition, this study tests the validity of ELQ survey instrument in educational sector of Pakistan. The research has collected data from a random sample of schools in the two largest districts of Punjab in Pakistan. The empirical study is based on primary data collected from 320 teachers and the results of this study reveal that the teachers perceived their leaders to be moderately ethical and a significant positive relationship existed between the two. Also, age and gender of employees did not affect the ethical leadership behaviors, however seniority of the employee had an impact on the ethical leadership behavior perceptions. Also, Ethical leadership was also found to positively impact on the two out of four dimensions of the teacher commitment, which are commitment to teaching and commitment to profession. This study adds contribution to theory by investigating the relationship between ethical leadership behaviors and the organizational commitment by conceptualizing it as teacher commitment. The practical implication of this study is that effective ethical leadership behavior that drives employee commitment need to be fostered in organizations to drive efficient performance.
oai:oai.hipatiapress.com:article/4730
2023-09-26T09:06:11Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4730
2023-09-26T09:06:11Z
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Vol. 8 Núm. 2 (2020): Julio ; 204-233
Formación para el liderazgo escolar: impacto del plan de formación de directores en Chile.
Parra Robledo, Richar; UNIVERSIDAD AUTÓNOMA DE BARCELONA/CONICYT
Ruiz Bueno, Carmen; UNIVERSIDAD AUTÓNOMA DE BARCELONA
2020-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4730
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El presente artículo tiene como objetivo evaluar el impacto de la formación de directores, desarrollado en el marco del Plan de formación en Chile desde el 2011 hasta la actualidad. La investigación es no experimental, ex post facto, con un muestro no probabilístico por conveniencia de 290 participantes de las acciones formativas realizadas a nivel de país. Para la recogida de la información, se diseñó un cuestionario, el cual presenta un índice elevado de consistencia interna global (α=0,980) entregado por el programa SPSS Statistics 25. Entre los resultados, se identifica un alto impacto de la formación en el ámbito profesional, principalmente en las mujeres, en los niveles de aumento de la seguridad profesional y en la mejora de sus competencias directivas potenciando el impacto de la calidad y rendimiento de su trabajo en la organización escolar. Además, en este grupo, se aprecia un alto impacto en el ámbito organizacional, especialmente, en la promoción de una cultura de trabajo en equipo y en el aumento de las innovaciones educativas. Finalmente, se concluye que el mayor impacto de los programas formativos es en el propio aprendizaje y en el desarrollo profesional de las formadas y los formados.
oai:oai.hipatiapress.com:article/4825
2023-09-26T09:06:37Z
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4825
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Vol. 8 Núm. 1 (2020): Enero ; 34-59
The Adaptation of Behavior and Instructional Management Scale into Turkish Language Context: Validity and Reliability Analysis
Sabancı, Ali; Prof. Dr.
Akdeniz Universty
ÖZYILDIRIM, Gülnar; Dr.
Akdeniz University
2020-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4825
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Teachers' adopted behaviors and their instructional management strategies are likely to have some differences on the basis of personal differences. This idea may be due to different beliefs about how effective education and teaching should be. The aim of this study is to adapt the Behavior and Teaching Management Scale, which aims to measure teachers' beliefs about the management of their behavior and teaching, into Turkish language context and to conduct validity and reliability analysis. The population of the study consists of teachers working in state primary and secondary schools. The sample of the study consisted of 280 teachers who were working at 15 state primary schools and 20 state secondary schools. The sample was determined randomly by the cluster sampling. According to the results of the exploratory factor analysis, the short form of the Behavior and Instructional Management Scale has been found to be appropriate to the expected two-factor theoretical structure. The confirmatory factor analysis model-data fit values are p = 0.065, χ2 / sd = 1.311, RMSEA = 0.046, NFI = 0.94, NNFI = 0.97, CFI = 0.99, GFI = 0.93, AGFI = 0.89.
oai:oai.hipatiapress.com:article/5032
2023-09-26T09:06:37Z
ijelm:BR
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https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/5032
2023-09-26T09:06:37Z
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Vol. 8 Núm. 1 (2020): Enero ; 112-113
Liderando personas: Book review
Dueñas, Jorge-Manuel; Universitat Rovira i Virgili
2020-01-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/5032
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oai:oai.hipatiapress.com:article/5036
2023-09-26T09:06:11Z
ijelm:ART
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v2
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/5036
2023-09-26T09:06:11Z
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Vol. 8 Núm. 2 (2020): Julio ; 116-143
The Research Topics of Leadership: Bibliometric Analysis from 1923 to 2019
Samul, Joanna; Bialystok University of Technology
2020-07-16
Todos los artículos se publican bajo copyright Creative Commons (CC BY). Los autores poseen los derechos de autor y conservan los derechos de publicación sin restricciones, pero los autores permiten que cualquiera descargue, reutilice, reimprima, modifique, distribuya y/o copie los artículos siempre que se cite la fuente original.
url:https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/5036
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Leadership phenomenon is characterized by unflagging interest among scientists in the field of management. This is one of the reasons why various theories, concepts and topics of leadership are propounded in literature. The current paper examined the trends of leadership publications, the most common topics of leadership, and whether the research topics have followed a coherent progression. A literature review was conducted in order to understand what has been done until now. Using a bibliometric analysis, the current paper summarized 12,235 publications on leadership from the Web of Science database, spanning the period from 1923 to 2019. The findings obtained indicate growing number of leadership publications and the following research topics: leadership management, leadership performance, leadership model, leaders' behaviors, leaders' personalities and team leadership which are related to each other. Moreover, the results also show a weakening interest in 'hard' aspects of leadership in a 'soft' direction.
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