2024-03-29T12:24:45Z
https://hipatiapress.com/hpjournals/index.php/ijelm/oai
oai:oai.hipatiapress.com:article/597
2023-09-26T09:12:56Z
ijelm:ART
driver
"130716 2013 eng "
2014-9018
dc
Liderazgo escolar exitoso para mejorar los resultados de los estudiantes: Creación de capacidad y sinergia
Mulford, Bill
The research reported in this article builds on work commenced eight years ago with reviewing the literature and models of successful school leadership for improved student outcomes. When the findings of this review were combined with the results from case studies of successful schools it resulted in a preliminary model of successful school principalship. We examined a range of areas using further analysis of the case study data, detailed analysis of the subsequent quantitative surveys (developed in part from the preliminary model) and actual school literacy and numeracy results. We also included a measure of teacher perceptions of student social development. This inclusion is consistent with evidence that social skills have become many times more important in determining students' relative life chances in the 21 st Century than cognitive outcomes alone. The final part of our research used model building and powerful multi-level statistical analyses of the survey data. In this way, we examined all the factors that may influence a school’s success with student outcomes. Model building allowed us to construct inherently logical and theoretically defensible representations of the “world” in which successful schools exist, and the models can be statistically tested to see how well these representations explain the reality portrayed by the data collected.
Hipatia Press
2013-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/597
International Journal of Educational Leadership and Management; Vol. 1 Núm. 1 (2013): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/609
2023-09-26T09:12:56Z
ijelm:ART
driver
"130716 2013 eng "
2014-9018
dc
Organizational Learning: Leading Innovations
Collinson, Vivienne
Cook, Tanya F.
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.
Hipatia Press
2013-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/609
International Journal of Educational Leadership and Management; Vol. 1 Núm. 1 (2013): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/627
2023-09-26T09:12:56Z
ijelm:ART
driver
"130716 2013 eng "
2014-9018
dc
Making Sense of Distributed Leadership: How Secondary School Educators Look at Job Redesign
Seashore Louis, Karen
Mayrowetz, David
Murphy, Joseph
Smylie, Mark
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.
Hipatia Press
2013-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/627
International Journal of Educational Leadership and Management; Vol. 1 Núm. 1 (2013): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/628
2023-09-26T09:12:56Z
ijelm:ART
driver
"130716 2013 eng "
2014-9018
dc
Transforming Community College Education at The City University of New York
Schmidt Jr., Benno C
http://www.cuny.edu/about/trustees/board.html
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.
Hipatia Press
2013-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/628
International Journal of Educational Leadership and Management; Vol. 1 Núm. 1 (2013): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/778
2023-09-26T09:12:31Z
ijelm:ART
driver
"140116 2014 eng "
2014-9018
dc
Accreditation Routines in a Demoralized School: Repairing, Expanding, and Striving For Improvement
Enomoto, Ernestine K.
Conley, Sharon
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.
Abstract
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.
Hipatia Press
2014-01-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/778
International Journal of Educational Leadership and Management; Vol. 2 Núm. 1 (2014): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/890
2023-09-26T09:12:31Z
ijelm:ART
driver
"140116 2014 eng "
2014-9018
dc
Leadership and Design of Data-Driven Professional Networks in Schools
Liou, Yi-Hwa
Grigg, Jeffrey
Halverson, Richard
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.
Hipatia Press
2014-01-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/890
International Journal of Educational Leadership and Management; Vol. 2 Núm. 1 (2014): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/932
2023-09-26T09:12:31Z
ijelm:ART
driver
"140116 2014 eng "
2014-9018
dc
School leadership: from practice to policy
Pont, Beatriz
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.
Hipatia Press
2014-01-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/932
International Journal of Educational Leadership and Management; Vol. 2 Núm. 1 (2014): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/948
2023-09-26T09:12:31Z
ijelm:ART
driver
"140116 2014 eng "
2014-9018
dc
The role of Leadership: the challenge of Knowledge Management and Learning in Knowledge-Intensive Organizations
Más-Machuca, Marta
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.
Hipatia Press
2014-01-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/948
International Journal of Educational Leadership and Management; Vol. 2 Núm. 1 (2014): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/1068
2023-09-26T09:12:11Z
ijelm:ART
driver
"140716 2014 eng "
2014-9018
dc
Principal and Teacher Collaboration: An Exploration of Distributed Leadership in Professional Learning Communities
DeMatthews, David E.
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.
Hipatia Press
2014-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1068
International Journal of Educational Leadership and Management; Vol. 2 Núm. 2 (2014): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/1075
2023-09-26T09:12:11Z
ijelm:ART
driver
"140716 2014 eng "
2014-9018
dc
Building School Capacity: Shared Leadership and Professional Learning Communities. A research Proposal
Bolívar Botía, Antonio
Universidad de Granada
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.
Hipatia Press
2014-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1075
International Journal of Educational Leadership and Management; Vol. 2 Núm. 2 (2014): Julio
spa
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/1081
2023-09-26T09:12:11Z
ijelm:ART
driver
"140716 2014 eng "
2014-9018
dc
The War on Poverty Must Be Won: Educators Can Make a Difference
Shields, Carolyn Muriel
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.
Hipatia Press
2014-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1081
International Journal of Educational Leadership and Management; Vol. 2 Núm. 2 (2014): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/1094
2023-09-26T09:11:50Z
ijelm:ART
driver
"150116 2015 eng "
2014-9018
dc
Conditioning factors and opportunities for teamwork. A case study from a Catalan university
Galtés, Ruth
Fundació Università ria del Bages http://www.fub.edu
Tomà s, Marina
Universitat Autònoma de Barcelona http://www.uab.cat
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.
Hipatia Press
2015-01-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1094
International Journal of Educational Leadership and Management; Vol. 3 Núm. 1 (2015): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/1104
2023-09-26T09:11:50Z
ijelm:ART
driver
"150116 2015 eng "
2014-9018
dc
Coaching: An Apprenticeship Approach for the 21st Century
Salavert, Roser
Fordham University, New York
Salavert, Roser
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.
Hipatia Press
2015-01-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1104
International Journal of Educational Leadership and Management; Vol. 3 Núm. 1 (2015): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/1157
2023-09-26T09:11:50Z
ijelm:ART
driver
"150116 2015 eng "
2014-9018
dc
The Appointment of School Heads in Mexican Primary Schools: An Exploratory Study of the System of Promotion.
Lopez Delgado, Manuel
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.
Hipatia Press
2015-01-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1157
International Journal of Educational Leadership and Management; Vol. 3 Núm. 1 (2015): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/1170
2023-09-26T09:12:11Z
ijelm:ART
driver
"140716 2014 eng "
2014-9018
dc
Towards a Conceptualization of Dialogic Leadership
Padrós Cuxart, Maria
Universitat de Barcelona
Flecha, Ramon
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.
Hipatia Press
2014-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1170
International Journal of Educational Leadership and Management; Vol. 2 Núm. 2 (2014): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/1322
2023-09-26T09:11:50Z
ijelm:ART
driver
"150116 2015 eng "
2014-9018
dc
El ejercicio del liderazgo académico. Conceptos, ideas y reflexiones para el desarrollo de nuevos estudios
Vega Massó, Roberto
Universidad Finis Terrae
(Santiago de Chile)
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.
Hipatia Press
2015-01-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1322
International Journal of Educational Leadership and Management; Vol. 3 Núm. 1 (2015): Enero
spa
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/1338
2023-09-26T09:11:26Z
ijelm:ART
driver
"150716 2015 eng "
2014-9018
dc
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 https://orcid.org/verify-email/ME1LRjltaGJMK1hkRW02aUU2R012YVZTRjBiaFpyUmthVjV2S2UvTDBCZz0 http://orcid.org/0000-0002-8966-8001
Rodríguez Bulnes, Ma. Guadalupe
García Quintanilla, Magda
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.
Hipatia Press
2015-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1338
International Journal of Educational Leadership and Management; Vol. 3 Núm. 2 (2015): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/1441
2023-09-26T09:11:26Z
ijelm:ART
driver
"150716 2015 eng "
2014-9018
dc
The Micropolitics of School Principals’ Decision Making in Nigeria: Principals’ Perspective
Olayiwola, Shina
Alabi, Kingsley
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.
Hipatia Press
2015-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1441
International Journal of Educational Leadership and Management; Vol. 3 Núm. 2 (2015): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/1575
2023-09-26T09:11:26Z
ijelm:ART
driver
"150716 2015 eng "
2014-9018
dc
Liderazgo educativo en México
Parés, Isabel
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.
Hipatia Press
2015-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1575
International Journal of Educational Leadership and Management; Vol. 3 Núm. 2 (2015): Julio
spa
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/1635
2023-09-26T09:10:55Z
ijelm:ART
driver
"160115 2016 eng "
2014-9018
dc
Modelo marco de gestión del conocimiento para una carrera en Universidad pública
Salvador Briceño, Ivan Eduardo
Universidad Nacional Pedro Ruiz Gallo
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.
Hipatia Press
2016-01-15 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1635
International Journal of Educational Leadership and Management; Vol. 4 Núm. 1 (2016): Enero
spa
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/1642
2023-09-26T09:11:26Z
ijelm:ART
driver
"150716 2015 eng "
2014-9018
dc
Pedagogía y liderazgo pedagógico
Ureta, Xavier
Universitat Internacional de Catalunya
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.
Hipatia Press
2015-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1642
International Journal of Educational Leadership and Management; Vol. 3 Núm. 2 (2015): Julio
spa
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/1687
2023-09-26T09:10:55Z
ijelm:ART
driver
"160115 2016 eng "
2014-9018
dc
University Organizational Culture through Insider Eyes: A Case Study of a Writing Program
Conley, Sharon
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.
Hipatia Press
2016-01-15 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1687
International Journal of Educational Leadership and Management; Vol. 4 Núm. 1 (2016): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/1691
2023-09-26T09:10:55Z
ijelm:ART
driver
"160115 2016 eng "
2014-9018
dc
INSTRUCTIONAL LEADERSHIP: THE ROLE OF HEADS OF SCHOOLS IN MANAGING THE INSTRUCTIONAL PROGRAMME
Manaseh, Aaron Mkanga
http://orcid.org/0000-0002-7256-6754 http://orcid.org/0000-0002-7256-6754
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.
Hipatia Press
2016-01-15 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1691
International Journal of Educational Leadership and Management; Vol. 4 Núm. 1 (2016): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/1706
2023-09-26T09:10:23Z
ijelm:ART
driver
"160715 2016 eng "
2014-9018
dc
Investigating Principals’ Knowledge and Perceptions of Second Language Programs for English Language Learners
Padron, Yolanda
Waxman, Hersh
http://orcid.org/0000-0002-9872-9224
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.
Hipatia Press
2016-07-15 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1706
International Journal of Educational Leadership and Management; Vol. 4 Núm. 2 (2016): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/1842
2023-09-26T09:10:55Z
ijelm:ART
driver
"160115 2016 eng "
2014-9018
dc
Do it Yourself in Education: Leadership for Learning across Physical and Virtual Borders
Domingo-Coscollola, Maria
Universitat Internacional de Catalunya http://orcid.org/0000-0002-3449-8156
Arrazola-Carballo, Judith
Sancho-Gil, Juana Maria
http://orcid.org/0000-0002-2941-5619
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.
Hipatia Press
2016-01-15 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1842
International Journal of Educational Leadership and Management; Vol. 4 Núm. 1 (2016): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/1848
2023-09-26T09:10:23Z
ijelm:ART
driver
"160715 2016 eng "
2014-9018
dc
Leaders’ Communication Pattern: A Predictor of Lecturers’ Job Performance in Nigeria
Fashiku, Christopher Oluwatoyin
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.
Hipatia Press
2016-07-15 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/1848
International Journal of Educational Leadership and Management; Vol. 4 Núm. 2 (2016): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/2110
2023-09-26T09:09:01Z
ijelm:ART
driver
"180116 2018 eng "
2014-9018
dc
School Principals in Spain: an Unstable Professional Identity
Ritacco Real, Maximiliano
Universidad de Zaragoza http://orcid.org/0000-0002-5208-6251
Bolívar Botía, Antonio
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.
Hipatia Press
2018-01-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2110
International Journal of Educational Leadership and Management; Vol. 6 Núm. 1 (2018): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/2164
2023-09-26T09:10:23Z
ijelm:ART
driver
"160715 2016 eng "
2014-9018
dc
Autopercepción del ejercicio de liderazgo ético de dirigentes universitarios
Unda, Sofía
.
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.
Hipatia Press
2016-07-15 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2164
International Journal of Educational Leadership and Management; Vol. 4 Núm. 2 (2016): Julio
spa
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/2166
2023-09-26T09:10:23Z
ijelm:ART
driver
"160715 2016 eng "
2014-9018
dc
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
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.
Hipatia Press
2016-07-15 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2166
International Journal of Educational Leadership and Management; Vol. 4 Núm. 2 (2016): Julio
spa
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/2231
2023-09-26T09:09:57Z
ijelm:ART
driver
"170116 2017 eng "
2014-9018
dc
The Drive to Influence Learning
Rodriguez, Diego
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.
Hipatia Press
2017-01-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2231
International Journal of Educational Leadership and Management; Vol. 5 Núm. 1 (2017): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/2341
2023-09-26T09:09:57Z
ijelm:ART
driver
"170116 2017 eng "
2014-9018
dc
Responding to Workplace Absenteeism in Tanzania: The case study of Public and Private Schools in Ilala Municipality and Mkuranga District
Mgonja, Michael Greyson
http://orcid.org/0000-0002-7480-4381
Abstract
Workplace 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.
Hipatia Press
2017-01-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2341
International Journal of Educational Leadership and Management; Vol. 5 Núm. 1 (2017): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/2435
2023-09-26T09:09:57Z
ijelm:ART
driver
"170116 2017 eng "
2014-9018
dc
Complexity Leadership: A Theorical Perspective
Baltaci, Ali
http://orcid.org/0000-0003-2550-8698
Balcı, Ali
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.
Hipatia Press
2017-01-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2435
International Journal of Educational Leadership and Management; Vol. 5 Núm. 1 (2017): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/2469
2023-09-26T09:09:57Z
ijelm:ART
driver
"170116 2017 eng "
2014-9018
dc
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 http://orcid.org/0000-0002-3499-1004
Gairín Sallán, Joaquín
Universitat Autónoma de Barcelona http://orcid.org/0000-0002-2552-0921
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.
Hipatia Press
2017-01-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2469
International Journal of Educational Leadership and Management; Vol. 5 Núm. 1 (2017): Enero
spa
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/2514
2023-09-26T09:09:31Z
ijelm:ART
driver
"170716 2017 eng "
2014-9018
dc
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
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.
Hipatia Press
2017-07-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2514
International Journal of Educational Leadership and Management; Vol. 5 Núm. 2 (2017): Julio
spa
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/2631
2023-09-26T09:09:31Z
ijelm:ART
driver
"170716 2017 eng "
2014-9018
dc
THE TASKS OF REVIEWING AND FINDING THE RIGHT ORGANIZATIONAL CHANGE THEORY
Alase, Abayomi Oluwatosin
Northeastern University http://orcid.org/0000-0001-5003-3597
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.
Hipatia Press
2017-07-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2631
International Journal of Educational Leadership and Management; Vol. 5 Núm. 2 (2017): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/2680
2023-09-26T09:07:35Z
ijelm:ART
driver
"190716 2019 eng "
2014-9018
dc
Liderazgo educativo en el Departamento de Matemáticas. Impulsar la formación didáctica de las matemáticas.
Vidal Raméntol, Salvador
UIC. Barcelona
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.
Hipatia Press
2019-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2680
International Journal of Educational Leadership and Management; Vol. 7 Núm. 2 (2019): Julio
spa
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/2751
2023-09-26T09:09:31Z
ijelm:ART
driver
"170716 2017 eng "
2014-9018
dc
LEADERSHIP IN SOCIAL MOVEMENTS: THE CASE OF OJO CON TU OJO
Valls, Rosa
Universitat de Barcelona
Aubert Simón, Adriana
Puigvert Mallart, Lidia
Flecha Fernandez de Sanmamed, Ainhoa
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.
Hipatia Press
2017-07-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2751
International Journal of Educational Leadership and Management; Vol. 5 Núm. 2 (2017): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/2840
2023-09-26T09:09:31Z
ijelm:ART
driver
"170716 2017 eng "
2014-9018
dc
"WE DON'T TALK ABOUT UNDOCUMENTED STATUS…WE TALK ABOUT HELPING CHILDREN": HOW SCHOOL LEADERS SHAPE SCHOOL CLIMATE FOR UNDOCUMENTED IMMIGRANTS
Crawford, Emily
Witherspoon Arnold, Noelle
https://ehe.osu.edu/directory/?id=arnold.1040
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.
Hipatia Press
2017-07-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2840
International Journal of Educational Leadership and Management; Vol. 5 Núm. 2 (2017): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/2858
2023-09-26T09:09:01Z
ijelm:ART
driver
"180116 2018 eng "
2014-9018
dc
The Effect of Authentic Leadership on School Culture: A Structural Equation Model
Karada, Engin
Öztekin, Ozge
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.
Hipatia Press
2018-01-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2858
International Journal of Educational Leadership and Management; Vol. 6 Núm. 1 (2018): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/2876
2023-09-26T09:09:01Z
ijelm:ART
driver
"180116 2018 eng "
2014-9018
dc
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 http://orcid.org/0000-0003-2842-0894
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.
Hipatia Press
2018-01-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2876
International Journal of Educational Leadership and Management; Vol. 6 Núm. 1 (2018): Enero
spa
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/2886
2023-09-26T09:09:01Z
ijelm:ART
driver
"180116 2018 eng "
2014-9018
dc
Measuring the (dis) satisfaction of the employees in the Macedonian companies
Mitreva, Elizabeta
http://orcid.org/0000-0002-1816-2185
Taskov, Nako
Krivokapi?, Zdravko
Jovanovic, Jelena
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.
Hipatia Press
2018-01-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/2886
International Journal of Educational Leadership and Management; Vol. 6 Núm. 1 (2018): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/3103
2023-09-26T09:08:27Z
ijelm:ART
driver
"180716 2018 eng "
2014-9018
dc
La Formación en el Rol de la Dirección Eficaz en la Comunidad Autónoma de Andalucía
García-Martínez, Inmaculada
Universidad de Granada http://orcid.org/0000-0003-2620-5779
Higueras-Rodríguez, Lina
Universidad de Granada
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.
Hipatia Press
2018-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3103
International Journal of Educational Leadership and Management; Vol. 6 Núm. 2 (2018): Julio
spa
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/3111
2023-09-26T09:08:27Z
ijelm:ART
driver
"180716 2018 eng "
2014-9018
dc
Extrovert Followership and its Impact on Agreeable Leadership
Abbas, Syed Ali
http://orcid.org/0000-0002-3634-6615
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.
Hipatia Press
2018-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3111
International Journal of Educational Leadership and Management; Vol. 6 Núm. 2 (2018): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/3359
2023-09-26T09:08:27Z
ijelm:ART
driver
"180716 2018 eng "
2014-9018
dc
Relation between School Managers and Teachers Downward and Upward Influence Tactis and Organizational Justice
Kuru Cetín, Saadet
http://orcid.org/0000-0003-4847-5796
Cinkir, Sakir
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.
Hipatia Press
2018-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3359
International Journal of Educational Leadership and Management; Vol. 6 Núm. 2 (2018): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/3519
2023-09-26T09:08:00Z
ijelm:ART
driver
"190116 2019 eng "
2014-9018
dc
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
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.
Hipatia Press
2019-01-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3519
International Journal of Educational Leadership and Management; Vol. 7 Núm. 1 (2019): Enero
spa
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/3534
2023-09-26T09:07:35Z
ijelm:ART
driver
"190716 2019 eng "
2014-9018
dc
The Leadership Role of Secondary School Head Teachers in Delivering Integrative Quality Education in Uganda
Mpaata, Kaziba Abdul
http://orcid.org/0000-0003-2417-4868
Mpaata, Zaid
http://orcid.org/0000-0003-2417-4868
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.
Hipatia Press
2019-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3534
International Journal of Educational Leadership and Management; Vol. 7 Núm. 2 (2019): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/3573
2023-09-26T09:08:00Z
ijelm:ART
driver
"190116 2019 eng "
2014-9018
dc
Principals´Personnel Characteristic Skills: a Predictor of Teachers´ Classroom Management in Ekiti State Secondary Schools
Francis, Olowo Busuyi
https://orcid.org/0000-0003-3950-9413
Oluwatoyin, Fashiku Christopher
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.
Hipatia Press
2019-01-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3573
International Journal of Educational Leadership and Management; Vol. 7 Núm. 1 (2019): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/3602
2023-09-26T09:08:27Z
ijelm:ART
driver
"180716 2018 eng "
2014-9018
dc
Campus Administrators’ Responses to Donald Trump’s Immigration Policy: Leadership During Times of Uncertainty
Burkett, Jerry
University of North Texas at Dalas
Hayes, Sonya
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.
Hipatia Press
2018-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3602
International Journal of Educational Leadership and Management; Vol. 6 Núm. 2 (2018): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/3647
2023-09-26T09:07:35Z
ijelm:ART
driver
"190716 2019 eng "
2014-9018
dc
Complexity Leadership Theory: A Perspective for State-Owned Enterprises in Ghana
Donkor, Francis
University of Electronic Science and Engineering of China
Zhou, Dongmei
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.
Hipatia Press
2019-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3647
International Journal of Educational Leadership and Management; Vol. 7 Núm. 2 (2019): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/3718
2023-09-26T09:08:00Z
ijelm:ART
driver
"190116 2019 eng "
2014-9018
dc
Investigation of Mentorship Process and Programs for Professional Development of School Principals in the U.S.A.: The Case of Georgia
Gumus, Emine
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.
Hipatia Press
2019-01-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3718
International Journal of Educational Leadership and Management; Vol. 7 Núm. 1 (2019): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/3758
2023-09-26T09:08:00Z
ijelm:ART
driver
"190116 2019 eng "
2014-9018
dc
Leading and Teaching with Technology: School Principals’ Perspective
Uğur, Naciye Güliz
Koç, Tuğba
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.
Hipatia Press
2019-01-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3758
International Journal of Educational Leadership and Management; Vol. 7 Núm. 1 (2019): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/3912
2023-09-26T09:07:35Z
ijelm:ART
driver
"190716 2019 eng "
2014-9018
dc
Utilizing Humor to Enhance Leadership Styles in Higher Education Administration
Grace-Odeleye, Beverlyn Elanda
https://www.edu/academicenrichment
Santiago, Jessica
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.
Hipatia Press
2019-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/3912
International Journal of Educational Leadership and Management; Vol. 7 Núm. 2 (2019): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/4044
2023-09-26T09:06:37Z
ijelm:ART
driver
"200116 2020 eng "
2014-9018
dc
Prácticas de liderazgo intermedios en organizaciones escolares de Chile
Rodríguez Molina, Guillermo Andrés
Universidad de Concepción http://orcid.org/0000-0002-3499-1004
Gairín Sallán, Joaquín
Universitat Autónoma de Barcelona http://orcid.org/0000-0002-2552-0921
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.
Hipatia Press
2020-01-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4044
International Journal of Educational Leadership and Management; Vol. 8 Núm. 1 (2020): Enero
spa
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/4114
2023-09-26T09:06:37Z
ijelm:ART
driver
"200116 2020 eng "
2014-9018
dc
Ethical leadership and school effectiveness: The mediating roles of affective commitment and job satisfaction
NEGİŞ IŞIK, AYŞE
http://orcid.org/0000-0002-8390-6443
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.
Hipatia Press
2020-01-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4114
International Journal of Educational Leadership and Management; Vol. 8 Núm. 1 (2020): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/4298
2023-09-26T09:06:11Z
ijelm:ART
driver
"200716 2020 eng "
2014-9018
dc
Contemporary educational leadership and its role in converting traditional schools into professional learning communities
Alkrdem, Mofareh
King Khalid University
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.
Hipatia Press
2020-07-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4298
International Journal of Educational Leadership and Management; Vol. 8 Núm. 2 (2020): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/4416
2023-09-26T09:06:37Z
ijelm:ART
driver
"200116 2020 eng "
2014-9018
dc
Views of Psychosocial and Organizational Dimensions: The Case of Two Elementary School Leaders
Barnitz, Liz
Conley, Sharon
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.
Hipatia Press
2020-01-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4416
International Journal of Educational Leadership and Management; Vol. 8 Núm. 1 (2020): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/4482
2023-09-26T09:06:11Z
ijelm:ART
driver
"200716 2020 eng "
2014-9018
dc
Organizational and environmental contexts affecting school principals' distributed leadership practices.
Börü, Neşe
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.
Hipatia Press
2020-07-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4482
International Journal of Educational Leadership and Management; Vol. 8 Núm. 2 (2020): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/4525
2023-09-26T09:05:47Z
ijelm:ART
driver
"210116 2021 eng "
2014-9018
dc
A study on Ethical leadership perceptions and its impact on teachers commitment in Pakistan
Sabir, Sara
Abstract
The 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.
Hipatia Press
2021-01-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4525
International Journal of Educational Leadership and Management; Vol. 9 Núm. 1 (2021): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/4730
2023-09-26T09:06:11Z
ijelm:ART
driver
"200716 2020 eng "
2014-9018
dc
Formación para el liderazgo escolar: impacto del plan de formación de directores en Chile.
Parra Robledo, Richar
UNIVERSIDAD AUTÓNOMA DE BARCELONA/CONICYT http://orcid.org/0000-0002-8988-5807
Ruiz Bueno, Carmen
UNIVERSIDAD AUTÓNOMA DE BARCELONA http://orcid.org/0000-0003-3694-3150
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.
Hipatia Press
2020-07-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4730
International Journal of Educational Leadership and Management; Vol. 8 Núm. 2 (2020): Julio
spa
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/4825
2023-09-26T09:06:37Z
ijelm:ART
driver
"200116 2020 eng "
2014-9018
dc
The Adaptation of Behavior and Instructional Management Scale into Turkish Language Context: Validity and Reliability Analysis
Sabancı, Ali
ÖZYILDIRIM, Gülnar
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.
Hipatia Press
2020-01-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/4825
International Journal of Educational Leadership and Management; Vol. 8 Núm. 1 (2020): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/5036
2023-09-26T09:06:11Z
ijelm:ART
driver
"200716 2020 eng "
2014-9018
dc
The Research Topics of Leadership: Bibliometric Analysis from 1923 to 2019
Samul, Joanna
http://orcid.org/0000-0001-8544-0811
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.
Hipatia Press
2020-07-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/5036
International Journal of Educational Leadership and Management; Vol. 8 Núm. 2 (2020): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/5158
2023-09-26T09:05:47Z
ijelm:ART
driver
"210116 2021 eng "
2014-9018
dc
School Principal Support in Teacher Professional Development
Karacabey, Mehmet Fatih
Turkish education system has enacted a vision of 2023 which emphasizes that school principals create and organize professional learning activities based on the needs of students and teachers. This research aimed to evaluate this vision by determining the level of support provided by school principals in teachers' professional development. It was based on a cross-sectional survey design of the quantitative method. The data collected from the 4,729 teachers working in Sanliurfa province in Turkey were analyzed. The results suggested that the school principals supported the professional development of the teachers occasionally and only 25.5% of principals supported teachers' professional development sufficiently. School principals mostly followed relevant resources to support teachers' professional development and inform teachers about innovations related to education. In addition, school principals did not adequately perform activities that may support teacher professional development such as determining individual and group development programs, organizing a professional development monitoring form for teachers, organizing educational activities outside the seminar period, receiving enough help from the experts in the area, and giving enough individual reading and research tasks. The results also indicated that the principals of high school teachers supported their professional development more than the principals working in primary and secondary schools, the principals of the classroom teachers and the principals of male teachers supported the professional development of the teachers more than the principals of the female and branch teachers and teachers’ level of education did not create any difference in the perceptions of the teachers.
Hipatia Press
2021-01-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/5158
International Journal of Educational Leadership and Management; Vol. 9 Núm. 1 (2021): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/5361
2023-09-26T09:05:47Z
ijelm:ART
driver
"210116 2021 eng "
2014-9018
dc
Calidad y Liderazgo Sostenible
Cantón Mayo, Isabel
Universidad de León
García-Martín, Sheila
Universidad de León
Cañón Rodríguez, Ruth
Universidad de León
Grande-de-Prado, Mario
Universidad de León
Los estudios sobre liderazgo han ocupado extensiones enormes en la bibliografía especializada sobre el tema de calidad y liderazgo. Entre los indicadores de calidad educativa los más relevantes son la dirección y el liderazgo. Se han referido más de veinte clases de liderazgo desde el pedagógico al distribuido. Sin embargo, destacamos una línea emergente del mismo que aún no tiene reflejo suficiente en los estudios específicos: el liderazgo sostenible. El objetivo de este artículo es doble: por un lado, revisión en la WOS sobre el tema y por otro realizar una propuesta integradora y novedosa de las principales aportaciones sobre el tema. Los resultados muestran una muy pobre presencia en la WOS del liderazgo sostenible y en todo caso nunca referido a educación. Se recogen dos aportaciones relevantes y se realiza una propuesta de contenidos del liderazgo sostenible con doce indicadores y dos grandes categorías: seis vinculadas a aspectos técnicos y seis vinculadas a aspectos emocionales de liderazgo sostenible.
Hipatia Press
2021-01-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/5361
International Journal of Educational Leadership and Management; Vol. 9 Núm. 1 (2021): Enero
spa
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/5409
2023-09-26T09:05:47Z
ijelm:ART
driver
"210116 2021 eng "
2014-9018
dc
Improving the Performance of the Faculty of Tourism and Business Logistics for the Needs of the Business Community
Mitreva, Elizabeta
http://orcid.org/0000-0002-1816-2185
Gjorshevski, Hristujan
Representatives of the business community and institutions in the Republic of North Macedonia are facing major challenges in providing a quality workforce that will be the carrier of the business sector development process. This research is part of the research conducted by the Faculty of Tourism and Business Logistics (FTBL) of the University "Goce Delchev" in Shtip in order to improve its curricula for industrial needs and the requirements of institutions in the Republic of North Macedonia. This research was carried out so to enable the Faculty to create study programs that will meet the requirements of the business community by producing a qualified workforce for achieving sustainable business systems, fostering innovation and strengthening the links between organizations, scientific research and innovations.
Hipatia Press
2021-01-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/5409
International Journal of Educational Leadership and Management; Vol. 9 Núm. 1 (2021): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/5928
2023-09-26T09:05:16Z
ijelm:ART
driver
"210716 2021 eng "
2014-9018
dc
The Predictive Role of Innovation Management with Lifelong Learning on Individual Innovativeness: An Examination on Teachers
Ekşi, Halil
https://orcid.org/0000-0001-7520-4559
Özgenel, Mustafa
https://orcid.org/0000-0002-7276-4865
Aksel Çiftçi, Çağrı
https://orcid.org/0000-0002-9675-6085
The purpose of this study is to analyze the relationships among innovation management competencies of school administrators, teachers' lifelong learning tendencies, and individual innovativeness levels of teachers and to determine the predictive value of innovation management competencies of school administrators and teachers' lifelong learning tendencies have on their individual innovativeness levels. The sample of the study consist of 302 teachers from 38 public schools in Güngören province of Istanbul city.A relational survey model has been used and the data have been obtained utilizing three scales: “Innovation Management Scale in Schools”, “Individual Innovativeness Scale”, and “Lifelong Learning Tendency Scale”. The data have been analyzed using correlation and regression analyses. According to the research results, a positive correlation has been found among perceived innovation management competencies of school administrators, teachers' lifelong learning tendencies, and individual innovativeness levels of teachers. It has been determined that perceived school administrators 'innovation management competencies predicted teachers' individual innovation levels by 5% and lifelong learning tendencies of teachers by 3%. Teachers' lifelong learning tendencies predicted their individual innovativeness level by 17%. Besides, perceived school administrators 'innovation management competencies and lifelong learning tendencies of teachers have been determined to explain 19 % of the variance in the individual innovativeness level of teachers. This effect size is "medium".
Hipatia Press
2021-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/5928
International Journal of Educational Leadership and Management; Vol. 9 Núm. 2 (2021): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/6317
2023-09-26T09:05:16Z
ijelm:ART
driver
"210716 2021 eng "
2014-9018
dc
Fostering Psychological Safety in Teachers: The Role of School Leadership, Team Effectiveness & Organizational Culture
Shahid, Sana
https://orcid.org/0000-0002-5476-4888 https://orcid.org/0000-0002-5476-4888
Din, Marium
https://orcid.org/0000-0002-0669-4600
Psychological Safety is one of the most important conditions for team learning and has also been tied to improved organizational outcomes. The present study is an attempt to explore the influence of school leadership's task and relations-oriented behavior, leadership styles and the schools 'organizational culture on teachers' psychological safety. The study further analyzed the moderating role of team effectiveness on the relationship between leadership behavior and psychological safety. A survey was conducted using questionnaires gathering data from 600 secondary school teachers from 46 private schools, from urban Islamabad, Pakistan. The findings indicated a strong association between the leadership task-oriented and relation-oriented behavior and the teachers' psychological safety with team effectiveness as a significant moderator as well as a predictor of psychological safety. Further analysis showed that a collaborative and cultivating school culture has higher levels of teachers' psychological safety. Therefore, school administration should consciously develop a collaborative and innovation-oriented school culture and disseminate it through Team Leadership style which is oriented towards the teachers as well as the achievement of organizational goals. The theoretical contribution of this research is examining the construct of psychological safety amongst school teachers in relation to antecedents at organization and team level. Further analysis showed that a collaborative and cultivating school culture has higher levels of teachers' psychological safety. Therefore, school administration should consciously develop a collaborative and innovation-oriented school culture and disseminate it through Team Leadership style which is oriented towards the teachers as well as the achievement of organizational goals. The theoretical contribution of this research is examining the construct of psychological safety amongst school teachers in relation to antecedents at organization and team level. Further analysis showed that a collaborative and cultivating school culture has higher levels of teachers' psychological safety. Therefore, school administration should consciously develop a collaborative and innovation-oriented school culture and disseminate it through Team Leadership style which is oriented towards the teachers as well as the achievement of organizational goals. The theoretical contribution of this research is examining the construct of psychological safety amongst school teachers in relation to antecedents at organization and team level. school administration should consciously develop a collaborative and innovation-oriented school culture and disseminate it through Team Leadership style which is oriented towards the teachers as well as the achievement of organizational goals. The theoretical contribution of this research is examining the construct of psychological safety amongst school teachers in relation to antecedents at organization and team level. school administration should consciously develop a collaborative and innovation-oriented school culture and disseminate it through Team Leadership style which is oriented towards the teachers as well as the achievement of organizational goals. The theoretical contribution of this research is examining the construct of psychological safety amongst school teachers in relation to antecedents at organization and team level.
Hipatia Press
2021-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/6317
International Journal of Educational Leadership and Management; Vol. 9 Núm. 2 (2021): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/6366
2023-09-26T09:05:16Z
ijelm:ART
driver
"210716 2021 eng "
2014-9018
dc
Liderazgo y Dirección Escolar para Atender al Alumnado con Necesidades Educativas Especiales
Romero Gracia, Nazaret
Universidad de Huelva https://orcid.org/0000-0002-8714-1820
Gómez Hurtado, Inmaculada
Universidad de Huelva https://orcid.org/0000-0002-0843-5784 https://orcid.org/0000-0002-0843-5784
La presente investigación pretende conocer, analizar y describir la influencia que ejerce la dirección y su liderazgo en la gestión y atención del alumnado con necesidades educativas especiales (NEE). Para ello, se ha realizado un estudio exploratorio de carácter cualitativo, utilizando técnicas como la entrevista y el análisis de documentos. De esta forma, se han analizado cuatro centros públicos de Educación Infantil y Primaria con la finalidad de conocer las actitudes, concepciones, liderazgo y buenas prácticas promovidas por los directores y las directoras de dichos centros educativos. Los resultados obtenidos muestran la importancia del papel del director/a al promover actitudes positivas hacia el alumnado con necesidades educativas especiales, proveer de recursos y desarrollar metodologías para atender a dicho alumnado. No obstante, la gestión y atención del alumnado con necesidades educativas especiales recae principalmente sobre los docentes especialistas. Por tanto, las conclusiones principales de este estudio se dirigen hacia la importancia de desarrollar un liderazgo distribuido y colaborativo por parte del director o la directora, con el fin de promover culturas y prácticas que permitan la inclusión total del alumnado con necesidades educativas especiales.
Hipatia Press
2021-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/6366
International Journal of Educational Leadership and Management; Vol. 9 Núm. 2 (2021): Julio
spa
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/7069
2023-09-26T09:15:29Z
ijelm:ART
driver
"220116 2022 eng "
2014-9018
dc
The Problems of School Administrators Scale
Bozkus, Kivanc
http://orcid.org/0000-0002-4787-3664
In the research conducted with the survey design, data were collected from 709 school administrators to develop the problems of school administrators scale. In this study, a theoretical framework was created according to the findings of the relevant studies and the scale of determining the problems of school administrators was developed. Exploratory and confirmatory factor analyses were done. According to the results, the problems of school administrators scale is a valid and reliable data collection tool that consists of 44 items and 8 dimensions. The scale can determine the problems of school administrators related to workload, personal rights, school administration, school climate, respect, education system, organizational commitment, and violence. With the Problems of School Administrators Scale, the level of problems can be determined and necessary measures can be taken. If the scale can be applied in different regions at the same time, comparisons between regions can be made and attempts can be made to ensure equal opportunity.
Hipatia Press
2022-01-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/7069
International Journal of Educational Leadership and Management; Vol. 10 Núm. 1 (2022): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/7194
2023-09-26T09:05:16Z
ijelm:ART
driver
"210716 2021 eng "
2014-9018
dc
The Role of Authentic Leadership and Teachers’ Organizational Commitment on Organizational Citizenship Behavior in Higher Education
Roncesvalles, Ma. Celia T.
https://orcid.org/0000-0001-5474-9285
Gaerlan, Amelita A.
Several studies highlight the significant role of authentic leadership and followers' organizational commitment on organizational citizenship behavior in business organizations. However, the study of the constructs in the context of educational organization was given less attention in the current literature. This research was intended to assess the influence of authentic leadership and organizational commitment on organizational citizenship behavior in higher education institutions using a quantitative approach and a descriptive survey research design. The collected data from 150 college teacher respondents in the Philippines and hypotheses were assessed using SPSS and Structural Equation Modeling (SEM) AMOS software. The results of this research revealed that authentic leadership and teachers' organizational commitment significantly influence organizational citizenship behavior. The results also depicted that authentic leadership significantly affects organizational commitment. Results yielded that authentic leadership has an indirect influence on organizational citizenship behavior through organizational commitment. This study provides new insights to educational leaders, scholars, and practitioners on the significance of leaders’ authentic leadership on teachers' organizational commitment and organizational citizenship behavior in educational organizations and the significance of leader-teacher relationships in the organization.
Hipatia Press
2021-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/7194
International Journal of Educational Leadership and Management; Vol. 9 Núm. 2 (2021): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/7666
2023-09-26T09:15:29Z
ijelm:ART
driver
"220116 2022 eng "
2014-9018
dc
The Phenomenon of Leading without Guidebook: Educational Leadership Practices of Philippine School Principals in Virulent COVID-19 Times
Cahapay, Michael B.
http://orcid.org/0000-0002-0588-0022
The school principals play a pivotal role in leading educational institutions. Their lived experience as educational leaders in the context of a virulent crisis, however, is largely unexplored. This paper sought to discover the essence of educational leadership practices of school principals in the context of the current COVID-19 crisis. Following phenomenology as a research design, the researcher explored the world of six Filipino school principals through interview procedures. The analysis method developed by Colaizzi (1978) was used. The results revealed six emerging themes of educational leadership practices during a crisis as follows: 1.) navigating the crisis with adaptive leadership; 2.) cultivating practices in crisis management; 3.) managing through the machine; 4.) freezing the standards and patterns; 5.) promoting inclusivity in the new normal, and 6.) caring first for what is essential. These themes form the basis of the description and structure of the phenomenon offered at the end of the paper. Considering the present scarcity of knowledge on how school principals respond in times of crisis, this paper provides insights into educational leadership practices within the context of the COVID-19 situation
Hipatia Press
2022-01-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/7666
International Journal of Educational Leadership and Management; Vol. 10 Núm. 1 (2022): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/7755
2023-09-26T09:15:15Z
ijelm:ART
driver
"220716 2022 eng "
2014-9018
dc
Examining the Effect of Ethical Awareness on the Relationship between Political Skill and Subjective Career Success
Fidan, Tuncer
Koç, Mehmet Hilmi
This study examined the relationship of political skills of high school teachers to their subjective career success and the moderating role of ethical awareness in this relationship. The findings demonstrated that the participants' ethical awareness and political skill scores were relatively higher than career and life satisfaction scores. Career and life satisfaction were found to increase with professional experience. Despite being a significant predictor of career satisfaction, ethical awareness had no significant effect on life satisfaction. That said, political skill was a significant predictor of both career satisfaction and life satisfaction. Moreover, ethical awareness did not moderate the effect of political skill on career and life satisfaction. Based on these findings, implementing formal methods such as the use of vision and mission statements and in-school guidelines to make the ethical provisions mentioned in the legal regulations visible in the school environment, and school administrators’ creating an ethical working climate through implementing the ethical rules fairly for all teachers and students were recommended.
Hipatia Press
2022-07-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/7755
International Journal of Educational Leadership and Management; Vol. 10 Núm. 2 (2022): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/7966
2023-09-26T09:15:29Z
ijelm:ART
driver
"220116 2022 eng "
2014-9018
dc
Leadership approaches of principals heading National Strategy Learner Attainment Schools in South Africa
Cornelissen, Rudolph Peter
University of the Western Cape http://orcid.org/0000-0002-8447-7329
Smith, Juliana
This study examines the leadership approaches associated with sustained improved academic performance of principals heading National Strategy for Learner Attainment (NSLA) schools. This article reports on a qualitative multiple-case study focused on five successful NSLA secondary schools in Cape Town, South Africa. Data was collected from principals, teachers and selected School Management Team (SMT) members via questionnaires and semi-structured interviews to understand the leadership practices and personality traits that characterised the leadership approaches of principals to facilitate teaching and learning for improving academic performance of learners. The findings indicated that an integrated leadership principal leadership framework would be most effective because it would cultivate community between teachers and learners and result into improved academic performance. This approach encapsulates the various leadership approaches and the leadership personality traits or characteristics of the principals as well as taking into consideration the situational context for effective leadership and decision-making.
Hipatia Press
2022-01-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/7966
International Journal of Educational Leadership and Management; Vol. 10 Núm. 1 (2022): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/8440
2023-09-26T09:15:15Z
ijelm:ART
driver
"220716 2022 eng "
2014-9018
dc
Accidental Leaders: Experiences and Perspectives of Higher Education Leaders in Pakistan
Khwaja, Tehmina
https://orcid.org/0000-0002-2405-0534
Zafar, Aliya M
Faize, Fayyaz Ahmad
http://orcid.org/0000-0002-7646-0316
This research explored the experiences and perspectives of university leaders in Pakistan. Using a qualitative narrative approach, we explored leadership stories, challenges, and opportunities at various positions unique to the Pakistani context. Findings underscored the accidental nature of higher education leadership in Pakistan, the significance of mentoring provided by teachers and family support for nascent academic leaders, as well as the challenges these academic leaders face ranging from financial barriers to teaching quality issues, to retention of foreign qualified faculty. The research offers several policy recommendations including institutionalized leadership training and support for promising leaders; transparency in policies regarding leader appointment, promotion, and succession; support for existing universities rather than expansion; and addressing brain drain due to the attrition of foreign qualified faculty members.
Hipatia Press
2022-07-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/8440
International Journal of Educational Leadership and Management; Vol. 10 Núm. 2 (2022): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/8812
2023-09-26T09:14:55Z
ijelm:ART
driver
"230116 2023 eng "
2014-9018
dc
Curriculum Gaps in Public Administration: Perceptions of Academicians and other Stakeholders in the Philippines
Jalagat, Jr., Revenio
Al Zahra College for Women https://orcid.org/0000-0002-8878-3825
Aquino, Jr., Perfecto
https://orcid.org/0000-0001-6352-7916
This paper aims to examine the limited area of public management education program of more than 70 institutions of higher education learning in the Philippines. The examination focused on distinguishing the variations of experts, college/university administrators, teachers, and students towards developing the public sector/administration management curriculum. To achieve the research objectives, it applies a survey in three phases. The first and second phase deals with questionnaire distribution to Master of Public Administration students, teachers, college administrators, and experts. The third phase was the distribution of questionnaires to all participants who have given their opinion on the proposed curriculum, their objectives, and the subjects/courses. The findings disclosed that the established curriculum confirmed with the Commission on Higher Education standards consisting of the core or professional subjects, research and evaluation, major subjects, and thesis writing. This study is helpful by universities in offering the public sector management curriculum at the master's level.
Hipatia Press
2023-01-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/8812
International Journal of Educational Leadership and Management; Vol. 11 Núm. 1 (2023): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/8847
2023-09-26T09:15:15Z
ijelm:ART
driver
"220716 2022 eng "
2014-9018
dc
Successful Pedagogical Leadership: Bibliometric Analysis from the Web of Science database (2017-2021).
Cheah, Kenny
University of Malaya https://orcid.org/0000-0001-9881-582X
Lim , Anne
The concept of pedagogical leadership (PL) is vague and still developing in the field of Educational Leadership. This article examines the body of knowledge on this elusive term, to extract the key components that constitute the studies of PL in the last five years (2017-2020). The keyword of pedagogical leader* was solely used to search in the Web of Science database, and subsequently narrowed down to 54 reviewed articles through listed criteria for bibliometric analysis. Apart from the global bibliometric descriptions of PL, it is evident that the term pedagogical leadership is an emerging theme in WoS databases and is mostly cited from Nordic and European countries. Future suggestions for eastern scholars are to collaborate with western scholars, to better understand its concepts as compared to other prominent types of leadership such as Transformational, Distributed, and Instructional Leadership.
Hipatia Press
2022-07-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/8847
International Journal of Educational Leadership and Management; Vol. 10 Núm. 2 (2022): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/9154
2023-09-26T09:14:55Z
ijelm:ART
driver
"230116 2023 eng "
2014-9018
dc
School Principals’ Self-Efficacy beliefs for Technology Integration in Moroccan Public Schools
Laouni, Noureddine
Professor/ Teacher Trainer https://orcid.org/0000-0002-8818-9981
An essential and prima facie component for effective technology integration in education and management of schools is the sense of - efficacy of the school principal. This promising, but largely unexplored avenue in research was the aim of this study that employed a quantitative method design using The Principal Sense of Efficacy Scale (PSES) (Tchannen-Moran & Gareis, 2004) to measure school principals’ sense of efficacy and Level of technology integration for assessing the various levels of technology integration (LoTi) Moersch (1999) to measure school principals’ level of technology integration. 167 school principals working in different regions of Morocco formed the population concerned. Findings of the study demonstrated that Moroccan school principals have a moderate sense of efficacy at (PSES) scale and low sense of efficacy at the sub-scales wherein Moral –efficacy (M = 24.40, SD = 3.96), management –efficacy (M = 30.72, SD = 3.60) and finally instructional efficacy levels (M= 28.85, SD = 4.14). These significant differences in descriptive statistics reached significance in the inferential analyses as well.
Hipatia Press
2023-01-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/9154
International Journal of Educational Leadership and Management; Vol. 11 Núm. 1 (2023): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/9169
2023-09-26T09:14:55Z
ijelm:ART
driver
"230116 2023 eng "
2014-9018
dc
Perceived Servant Leadership Style of Principals Correlates with Job Satisfaction of Secondary School Teachers in Pakistan
Ahmad, Saghir
Batool , Ayesha
Abdullah, Dr. Nauman Ahmed
Virtual University of Pakistan
Servant leadership is a type of leadership that encourages people to work together. A leader intends to help the institution’s personnel favorably. The school leader interacts with teachers and administrative staff as a collegial friend rather than a boss and tries to make things as easy as possible for them. The major goal of this study was to see if there was a correlation between servant leadership and job satisfaction among secondary school teachers in Pakistani settings. The study’s participants were male and female public sector secondary school teachers from the districts of Lahore and Kasur, of Punjab province, Pakistan. The sample was chosen using a stratified random sampling technique. A total of 510 teachers participated in the study as a sample. In this study, adapted questionnaires with responses measured on a five-point Likert type scale was used. Both variables, perceived servant leadership style of principals and work satisfaction of teachers showed a strong association. Further sub-factors correlations showed significant results. It is proposed that school principals adopt servant leadership style as it would be more beneficial for them to ease and comfort the school employees that might improve the institutional performance.
Hipatia Press
2023-01-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/9169
International Journal of Educational Leadership and Management; Vol. 11 Núm. 1 (2023): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/9174
2023-09-26T09:15:15Z
ijelm:ART
driver
"220716 2022 eng "
2014-9018
dc
Secondary School Teachers' Job Satisfaction: A Mixed Research Method
Özcan, Mehmet
This study aims to investigate secondary school teachers’ job satisfaction levels with the convergent method, one of the mixed research methods. The quantitative part of the study was conducted with 330 participating teachers, and the ‘Minnesota Job Satisfaction Scale’, developed by Weiss, Dawis, England and Lofquist (1967) and adapted to Turkish by Baycan (1985), was used. In the qualitative part of the study, a semi-structured interview form was used consisting of 4 questions to reveal the intrinsic and extrinsic job satisfaction factors of the participants. In addition, the gender, branch, professional experience, and educational level variables were used in the study. As a result, the general job satisfaction and intrinsic job satisfaction levels of the participants were “satisfied”, and their extrinsic job satisfaction levels were “uncertain”. When the qualitative data were analyzed, appreciation, success, promotion, merit, recognition, motivation, and responsibility were respectively factors affecting the participants’ intrinsic job satisfaction, payment, management, working conditions, justice and living standards were respectively factors affecting the participants’ extrinsic job satisfaction.
Hipatia Press
2022-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/9174
International Journal of Educational Leadership and Management; Vol. 10 Núm. 2 (2022): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/9551
2023-09-26T09:01:40Z
ijelm:ART
driver
"230716 2023 eng "
2014-9018
dc
La Influencia de la Autoeficacia del Liderazgo en la Práctica de Liderazgo de Estudiantes Universitarios: el Rol Mediador de la Motivación para Liderar
Polatcan, Mahmut
Although research on the outcomes of leadership practices has increased, the research area on the antecedents of leadership has been underexplored. This study investigated the associations between leadership self-efficacy, motivation to lead and leadership practices that influence the leadership behaviours of higher education students. In the study in which the cross-sectional research design, the sample comprised 545 undergraduates from Turkey. The results showed that increasing student leadership self-efficacy beliefs directly affected leadership practices. Also, in research found the motivation to lead to having an important partially mediated role in the relationship between student self-efficacy beliefs and leadership practices. This study contributes to the existing body of international knowledge on school leadership research by concluding that the effect of leadership self-efficacy and students' motivation to lead on student practices. As a result, in study propose that educational activities aimed at enhancing undergraduate students' leadership self-efficacy and motivation to lead include elements that concentrate on developing students' leadership self-efficacy and motivation to lead. Implications for policy, practice and research are discussed.
Hipatia Press
2023-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/9551
International Journal of Educational Leadership and Management; Vol. 11 Núm. 2 (2023): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/9597
2023-09-26T09:15:29Z
ijelm:ART
driver
"220116 2022 eng "
2014-9018
dc
La autopercepción del liderazgo docente
Sánchez González, Jessica
Universitat Rovira i Virgili https://orcid.org/0000-0002-0996-5349 https://orcid.org/0000-0002-0996-5349
Renta Davids, Ana Inés
Universitat Rovira i Virgili https://orcid.org/0000-0002-0145-5141 https://orcid.org/0000-0002-0145-5141
Tierno García, Juana María
Universitat Rovira i Virgili https://orcid.org/0000-0002-1027-7332 https://orcid.org/0000-0002-1027-7332
El liderazgo es un factor clave en el éxito de un centro educativo. Este es hoy en día uno de los temas principales de la investigación educativa, sobre todo por lo que refiere a la dirección escolar. No obstante, es necesario determinar cuál es el papel de los docentes. Por tanto, la presente investigación pretende conocer y analizar la percepción docente en relación a la capacidad de liderazgo en el desarrollo de su actividad. Para dar respuesta, se ha llevado a cabo un estudio exploratorio con el que, por un lado, describir y categorizar el estilo de liderazgo ejercido, identificándolo como uno más autoritario o, por el contrario, uno más adaptativo. Y, por otro lado, se busca tratar de determinar la relación existente entre el estilo de liderazgo y las características sociodemográficas de la persona que lo ejerce. Para ello, se ha realizado un estudio de carácter cuantitativo, utilizando el cuestionario como instrumento de recogida de datos. De esta forma, se ha conocido el testimonio de 676 docentes de diferentes centros educativos de toda Cataluña. Los resultados derivados de la investigación muestran que los docentes se identifican con el liderazgo adaptativo, un estilo de movilizar que difiere de la exclusividad y conlleva adaptarse a las diferentes situaciones con el fin de ofrecer la respuesta educativa que más se ajuste a las necesidades de cada momento.
Hipatia Press
2022-01-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/9597
International Journal of Educational Leadership and Management; Vol. 10 Núm. 1 (2022): Enero
spa
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/9811
2023-09-26T09:14:55Z
ijelm:ART
driver
"230116 2023 eng "
2014-9018
dc
Factors Affecting Trust in Female and Male School Leaders
Özcan, Kenan
Universidad de Adiyaman https://orcid.org/orcid-search/search?searchQuery=kenan%20%C3%B6zcan
Balyer, Aydin
YILDIZ TECHNICAL UNIVERSITY
Fırat, Fikret
https://orcid.org/orcid-search/search?searchQuery=fikret%20f%C4%B1rat
This research aims to determine the factors that affect teachers’ trust in male and female leaders. The study employed a qualitative research design. The data were collected with interview technique. In this regard, 20 teachers were interviewed. The participants were determined with purposeful sampling method. The data were analyzed with inductive analysis method. Results revealed that the participant teachers trust different behaviors or characteristics of their male or female leaders. In general, teachers trust in their female leaders’ more because of their objective, idealistic, dedicated behaviors, and also their motherly, sensitive and compassionate personality. On the other hand, teachers trust in their male leaders as they are fair, trustworthy, frank, competence, more rational and strong communicators. While male leaders are believed to take initiative and implement the laws and regulations more strictly, female administrators are more interested in the administration profession, behave meticulously and work devotedly. It is recommended that school administrators should create a climate of objectivity and trust in school.
Hipatia Press
2023-01-16 00:00:00
application/pdf
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/9811
International Journal of Educational Leadership and Management; Vol. 11 Núm. 1 (2023): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/10237
2023-09-26T09:01:40Z
ijelm:ART
driver
"230716 2023 eng "
2014-9018
dc
El Nexo entre la Preparación para el Liderazgo Escolar y el Rendimiento Estudiantil
Mamo, Daniel
Dire Dawa University https://orcid.org/0000-0001-5066-2545
The major objective of this study is to assess the most common school leadership practices in the Dire Dawa Administrative region and their relationship with student achievement. To this end, it used a cross-sectional and correlational study design. Sample schools were selected using purposive sampling techniques and principals and vice-principals were selected using the availability sampling method. Accordingly, 16 schools and 48 principals participated in the study. Data was collected using a self-developed questionnaire, interview and document analysis. The reliability of the self-developed questionnaire was .77. Student achievement data for the three years the principal/vice principal was assigned were collected from the regional education bureau data set. The collected data was analyzed using narrative analysis, descriptive and inferential statistics. The relationship between leadership preparation and student achievement was analyzed using correlation and simple regression. The findings indicated strong relationship between leadership development and student achievement with r=0.18 at a p<0.05 level of significance. The relationship is moderate but significant at a p<0.05 level of significance and with rho=0.426. Whereas the most common leadership preparation strategy employed is experience sharing, with other strategies such as short-term training and job assignments being less common.
Hipatia Press
2023-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/10237
International Journal of Educational Leadership and Management; Vol. 11 Núm. 2 (2023): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/10373
2024-01-16T06:31:48Z
ijelm:ART
driver
"240116 2024 eng "
2014-9018
dc
Silencio del Empleado Predicho por Liderazgo Abusivo y Ostracismo Laboral: Papel de la Distancia Jerárquica del Empleado
Khalid, Subham
Universidad de Sargodha
Malik, Najma
Universidad de Sargodha
Atta, Mohsin
Universidad de Sargodha https://orcid.org/0000-0002-5198-5271
The proposed research aimed to examine abusive leadership and workplace ostracism as predictors of employee silence among school teachers in Sargodha, Pakistan. Studies further tend to examine the moderating role of power distance. Purposive sampling was employed to acquire the data. The research variables were quantified using the Abusive Supervision Scale (Mitchell & Ambrose, 2007), Workplace Exclusion Scale (Hitlan & Noel, 2009), Silence Scale (Van Dyne et al., 2003) and Power Distance Scale (Dorfman & Howell, 1988). Pearson correlation analysis revealed a significant relationship between abusive leadership, workplace ostracism, employee silence, and power distance. Results showed that abusive leadership, ostracism, silence, and power distance have a positive relationship with each other. The findings of linear regression revealed that abusive leadership, ostracism and power distance positively predicted employee silence. Moderation analysis revealed that power distance significantly moderated the relationship of abusive leadership and workplace ostracism with employee silence. The proposed research provides some recommendations and conclusions for future researchers who may be interested in examining the abuse that teachers experience in a high-power-distance culture that compels them to act silently.
Hipatia Press
2024-01-16 07:31:48
application/pdf
text/html
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/10373
International Journal of Educational Leadership and Management; Vol. 12 Núm. 1 (2024): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/10397
2023-09-26T09:01:40Z
ijelm:ART
driver
"230716 2023 eng "
2014-9018
dc
La Relación del Estilo de Liderazgo con el Compromiso: la Perspectiva de Coreógrafos y los Estudiantes de Danza
Lobo, Joseph T.
City College of Angeles https://orcid.org/0000-0002-2553-467X
There have been numerous studies that were already conducted concerning the relationship between styles of leadership and commitment from various disciplines; however, there are only a few to no investigations performed regards to dance space. This present study aimed to determine the relationship between the leadership styles of choreographers and the commitment of student dancers from various Higher Education Institutions (HEIs) on the entire island of Luzon in the Philippines. The gathering of data has been conducted via an online survey using LSQ and OCQ to 105 choreographers and 228 student dancers. The findings revealed that most of the choreographers apply the democratic leadership style; while the commitment level of student dancers is moderately high. Moreover, no relationship between the leadership style and commitment was observed which accepted the null hypothesis tested for this study. Based on the yielded results, leadership and management development programs are recommended to choreographers for them to be educated on what appropriate and effective leadership style they can practice, to heighten commitment and improve their relationship with student dancers. Additionally, programs to intensify the commitment of student dancers are highly suggested. Conducting a similar study is highly recommended to support or refute the findings of this research.
Hipatia Press
2023-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/10397
International Journal of Educational Leadership and Management; Vol. 11 Núm. 2 (2023): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/10497
2023-09-26T09:01:40Z
ijelm:ART
driver
"230716 2023 eng "
2014-9018
dc
Construyendo Líderes en el Extranjero: Aumentando la Eficacia del Liderazgo Educativo a través de Estudios a Corto Plazo
Strunc, Abbie
Sam Houston State University
Coke, Kelly L.
Texas A&M University- Texarkana
Price, Debra P
Supporting efforts to build efficacy in leadership capabilities and capacities is instrumental in the process of leadership development for education and leadership students. Research suggests that those individuals in their fields with a greater sense of efficacy tend to remain longer, with more success. While there has been much research to support the importance of efficacy and the positive benefits of study abroad experiences, this case study examines the self-described changes in participants’ perceptions of leadership styles at the completion of a study abroad program. A qualitative case study describes the changing perceptions using composite narrative, in effort to maintain the anonymity of the seven participants. The article reports the findings of seven interviews (six complete and one partial) with students who participated in the trip and corresponding coursework prior. It examines three aspects of leadership: changing perceptions of leadership, altering individual leadership styles, and improving confidence and competence in leadership abilities.
Hipatia Press
2023-07-16 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/10497
International Journal of Educational Leadership and Management; Vol. 11 Núm. 2 (2023): Julio
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/10908
2022-11-16T10:40:59Z
ijelm:ART
driver
"230626 2023 eng "
2014-9018
dc
A Un Análisis Cruzado Sobre el Liderazgo en Justicia Social de los Directores de Escuelas en Turquía y Grecia
SAYICI, Mehmet
Gaziantep University
SOULANI, Alexandra Helen
http://orcid.org/0000-0001-9726-2215 https://orcid.org/0000-0001-9726-2215
SİNCAR, Mehmet
https://orcid.org/0000-0002-4979-5014 https://orcid.org/0000-0002-4979-5014
Although social justice is an old concept, practical applications of it in education are relatively new and highly dependent on contextual variables, just as social justice leadership. Social justice leadership has been fostered by various distinctive factors in western and eastern societies. From this point of view, the authors attempt to compare Greek and Turkish school principals’ social justice leadership to reveal the similarities and differences between them. In this qualitative case study, 12 principals in total from Greece and Turkey were interviewed through in-depth semi-structured interview questions. Comparative analysis was employed to identify the similarities and differences between principals’ practices, internal and external social justice leadership resources, supports and hindrances. The results show that while the principals adopt universal social justice principles, they also use their own methods because of their schools’ contexts and their life experiences.
Hipatia Press
2020-07-11 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/10908
International Journal of Educational Leadership and Management; Online First
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/10997
2024-01-16T06:31:48Z
ijelm:ART
driver
"240116 2024 eng "
2014-9018
dc
El liderazgo distribuido y la escuela inclusiva
Tejeiro, Federico
Universidad Nacional de Educación a Distancia (UNED) https://orcid.org/0000-0002-4849-0139 https://orcid.org/0000-0002-4849-0139
This article tries to answer the question of whether distributed leadership contributes significantly to the development of an inclusive school. For this, a systematic review of the literature has been carried out, based on the PRISMA strategy, of articles from 2011 to 2021 that describe 35 schools with distributed leadership. The findings reflect that there is a relationship between distributed leadership, promoted by the principal, and the achievement of an inclusive school. We found that elements of distributed leadership such as cooperative teamwork and decision-making lead to a focus on student-centred educational approaches, encouraging their participation, their families’ participation, and sometimes, the need to count on people outside the school itself. It is also noted that distributed leadership promotes inclusive teacher training. On the other hand, some barriers arise that hinder the participation of students and their families. It concludes with the need to train management teams in distributed leadership and promote legislative changes to favour the participation of all students without exceptions.
Hipatia Press
2024-01-16 07:31:48
application/pdf
text/html
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/10997
International Journal of Educational Leadership and Management; Vol. 12 Núm. 1 (2024): Enero
eng
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/11181
2024-01-16T06:31:48Z
ijelm:ART
driver
"240116 2024 eng "
2014-9018
dc
Prácticas de Liderazgo en los Jardines Infantiles: Un Debate entre Capacidades, Importancia y Urgencia
Zett Sabioncello, Isabel
Pontificia Universidad Católica de Valparaíso https://orcid.org/0000-0002-9837-5403
Campos Vergara, Fabián
Pontificia Universidad Católica de Valparaíso https://orcid.org/0000-0003-3189-4636
Galdames Poblete, Sergio
Universidad de Santiago de Chile https://orcid.org/0000-0001-6836-7595
Opazo Pérez, María José
Instituto de Estudios Avanzados en Educación, Universidad de Chile https://orcid.org/0000-0002-5386-6612
El liderazgo ha sido identificado como una de las variables más importantes para el éxito de cualquier organización educativa. Investigaciones previas se han focalizado en el mundo escolar, prestando menor atención a la dirección de unidades educativas de educación parvularia. Considerando el reciente interés internacional y en Chile, por desarrollar a las directoras de jardines infantiles como líderes, es fundamental conocer cómo las directoras entienden e implementan su rol. Inspirados por el trabajo de Aubrey et al. (2013) y desarrollado en el contexto de jardines públicos administrados por la Junta Nacional de Jardines Infantiles en Chile, este estudio busca explorar las concepciones y prácticas presentes en el rol directivo. Se aplicó un cuestionario a 86 directoras de jardines, invitando a organizar una serie de 18 prácticas claves de acuerdo con tres dimensiones independientes: importancia, frecuencia y capacidad. Los resultados muestran un énfasis en las prácticas relacionadas a la protección de derechos de la comunidad, una mayor capacidad para cuidar al equipo y una mayor frecuencia de prácticas vinculadas a establecer dirección, evidenciando tensiones en lo que se identifica como prioritario, lo que implementan y las capacidades que perciben para liderar. Implicancias para la investigación, desarrollo y políticas son discutidas.
Hipatia Press
2024-01-16 07:31:48
application/pdf
text/html
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/11181
International Journal of Educational Leadership and Management; Vol. 12 Núm. 1 (2024): Enero
spa
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/11444
2023-06-14T08:33:16Z
ijelm:ART
driver
"230731 2023 eng "
2014-9018
dc
Liderazgo Educativo en Escuelas Situadas en Contextos Desafiantes: los Líderes y las Lideresas Marcan la Diferencia
Moreno Medina, Irene
Universidad Autónoma de Madrid https://orcid.org/0000-0002-3745-7253
Este trabajo presenta un análisis de las características de los líderes educativos prestando especial atención a los aspectos relacionados con las escuelas situadas en contextos socioeconómicamente desafiantes. El análisis empieza por el estudio de los centros educativos situados en estos contextos desafiantes, explicando cómo son los barrios y cuáles son las características de estos centros educativos según investigaciones previas. En la segunda parte del artículo se presta atención al profesorado y en la última parte se defiende el papel del del liderazgo, especialmente al liderazgo educativo enfocado al que se produce cuando el equipo directivo se encuentra trabajando en escuelas situadas en contextos socioeconómicamente desafiantes, centrándonos en el papel de los líderes y las estrategias que usan en estos espacios. Se cierra el artículo con unas consideraciones finales para reivindicar la importancia de investigar para fomentar el cambio y la mejora educativa de las escuelas situadas en contextos desafiantes y cómo el liderazgo educativo tiene un papel esencial en estos centros.
Hipatia Press
2020-07-11 00:00:00
application/pdf
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/11444
International Journal of Educational Leadership and Management; Online First
spa
##submission.copyrightStatement##
oai:oai.hipatiapress.com:article/12002
2024-01-16T06:31:48Z
ijelm:ART
driver
"240116 2024 eng "
2014-9018
dc
Reclutamiento Óptimo de Estudiantes para Obtener el GED: Percepciones de los Directores
Miller, Michael
Universidad de Arkansas https://orcid.org/0000-0002-4278-3870
Much is unknown about those who do not finish high school and there is a need to understand who enters and completes alternative high school completion programs, such as the HiSet (High School Equivalency Test), GED (General Education Development Test), or growing number of state sponsored high school equivalency programs. The purpose for conducting the study was to describe the perceptions of adult education program coordinators about how to best categorize potential high school credential alternative completers. Using a phenomenological framework and semi-structured interviews, 12 adult education program administrators were interviewed about who enrolls in and completes their programs. A thematic analysis of these responses indicated distinct categories of individuals including opportunists (those looking for better opportunities), exceptionals (those with exceptionalities such as a disability that prevented the individual from completing a traditional high school diploma), immigrants (those validating learning in another country or language learners), and those who have been reformed in some way (eg, those with a history of difficulty with legal situations). By identifying these initial categories of adult learners taking part in high school equivalency programs, recruitment efforts as well as the programs themselves might be better structured to correspond to learner needs.
Hipatia Press
2024-01-16 07:31:48
application/pdf
text/html
https://hipatiapress.com/hpjournals/index.php/ijelm/article/view/12002
International Journal of Educational Leadership and Management; Vol. 12 Núm. 1 (2024): Enero
eng
##submission.copyrightStatement##