An Action Research Approach to Implementing a Program for Sharing Meaningful Moments With Hospitalized Patients Living With Dementia

The suicidal process is a complex phenomenon involving multiple intertwined factors, which makes its prevention particularly challenging. As evidence-based suicide prevention interventions evolve and consolidate, it becomes increasingly important to ensure that effective interventions are efficiently implemented in practice and translated into the quality programs and care that benefit people at risk of suicidal behavior.

The purpose of this study is to find out the impact of effective educational leadership on school students’ performance in Malaysia. Based on the current study, most of the researchers have used both qualitative and quantitative methods to conduct their research on several topics that related to effective educational leadership and student’s performance. Therefore, in this research, the data were collected using both, qualitative and quantitative methods which was the interview and survey questionnaire. The selected participants for this research, using convenient sampling, were six teachers working for two international schools in Selangor, Malaysia. One teacher who had already involved in school administrative level was selected for the interview. The other five teachers were requested to answer the survey questionnaire. The interview and questionnaire were selected because, the researchers wanted to further understand on the participants’ experience and knowledge on educational leadership and teaching perspective. In addition, it is aimed to provide insights in assisting to develop ideas, solution and hypotheses for future research. These methods were also used to further analyse the issues dealt with one of the effective educational leadership models (i.e. distributed leadership) and students’ performance. The findings indicated that leaders need to build high degree of reciprocal trust to negotiate successfully the fault lines of formal and informal leadership. It is also highlighted that effective leadership (distributed leadership) and quality teachers are two main contributing factors on students’ performance. Lastly, based on the analysis and results, related suggestions were given.

Who speaks for nursing? COVID-19 highlighting gaps in leadership.

Advancing leadership in medical radiation sciences: Incorporating systematic leadership education in pre-registration curricula

Introduction: The research addressed leadership as a key element in the organization and management of human groups, from its origins in the philosophical thought of Confucius, Plato and Aristotle to its application in organizational and educational management. The evolution of the concept of leadership was highlighted, from its association with military strategy in ancient Greece to its current importance in decision-making and conflict resolution in academic institutions. Based on a review of previous studies, the analysis of leadership in education was proposed in order to establish a theoretical basis for developing more effective strategies. Development: The study included a background analysis that allowed understanding the evolution of leadership and its impact on different organizations. Research was reviewed, such as that of González (2007), which examined leadership in conflict management in basic schools, and that of Espinoza (2007), which proposed models of managerial leadership in university faculties. In addition, González (2008) analyzed transformational leadership in university teachers, while Montilla (2008) studied the predominant styles in companies. Studies such as De Abreu (2012), who evaluated influence tactics in the effectiveness of leadership in higher education, and Sanchez (2013), who identified autocratic leadership in religious institutions, were also considered. Conclusions: The research concluded that leadership in the educational setting directly influences institutional management and decision making. It was determined that transformational and participative leadership are effective strategies to improve academic management and foster a collaborative environment. Finally, it was recommended to continue with studies that analyze the relationship between leadership and institutional performance, with the objective of optimizing the administration of educational institutions and strengthening the training of leaders.

This paper is based on understanding how effective leadership can be instrumental in confronting (potential) organisational challenges posed by the coronavirus pandemic in organisations with specific focus on educational institutions in order to effectively lead change in these uncertain times. As well-known all organisations including educational institutions are currently bedevilled by the COVID-19 (coronavirus) challenges, which constitute obstacle to effective educational leadership. In rising above these challenges and in contrast with the managerially oriented educational management, this paper argues that effective leadership can engender effective change management as well as aid educational institutions to rise above this quandary, which will ultimately lead to better student outcomes and organisational success. The methodology adopted here is based on secondary sources and consequently this paper conceptually makes some contributions to the field of educational management, leadership and change management, which would guide policymakers, academics, institutions and governments in these uncertain times. The present paper concludes by demonstrating how effective leadership aids our understanding of how to effectively confront the evils of the coronavirus pandemic in the educational context.

The Leadership and Organizational Change for Implementation (LOCI) strategy is a multifaceted implementation strategy that aims to support successful evidence-based practice (EBP) implementation by fostering effective general leadership, implementation leadership, and implementation climate. How implementation strategies are experienced by participants is important for their utilization and effectiveness in supporting EBP implementation. The current study is the first in-depth qualitative study exploring first-level leaders’ experiences of participating in the LOCI strategy. Data were collected as part of a trial where Norwegian child and adult mental health outpatient clinics implemented EBPs for posttraumatic stress disorder (PTSD). Eleven first-level leaders from adult and child clinics participated in semi-structured interviews after completing the LOCI strategy. Data were analyzed through reflexive thematic analysis. The analysis generated four themes related to leaders’ experiences of participating in the LOCI strategy: (1) structuring the EBP implementation, (2) taking responsibility for the EBP implementation, (3) interacting with others about the EBP implementation, and (4) becoming aware of EBP implementation and their own leadership. Most participants experienced the LOCI strategy as beneficial for implementing EBPs for PTSD in their clinic. The strategy succeeded in raising awareness of leadership for EBP implementation, and simultaneously provided participants with tools and support for leading the implementation in their clinic. Two participants experienced LOCI as less beneficial than the others. Our results support the strategy’s potential to engage and empower first-level leaders to get involved in implementation processes and point to important challenges for future research on implementation strategies.

This study was designed to determine the effects of teacher leadership on student achievement in middle school math and science. Participants were 173 8th grade students, and eight teachers — four of whom were identifed as teacher leaders. The experimental groups were comprised of students who were instructed by teachers identifed as teacher leaders; and the control groups were comprised of students instructed by teachers not identifed as teacher leaders. Each experimental and control group was compared using the Explorer test results to determine equivalence between groups. An ANOVA performed on End of Quarter Test data in advanced and non-advanced math and science revealed a signifcant difference in both the advanced science and math groups; teacher leaders are positively correlated with higher scores of the advanced math and science groups. No signifcant difference was found between the experimental groups and control groups in either non-advanced math or science classes; teacher leaders did not signifcantly impact the scores of the non-advanced math and science groups. Keywords : Teacher leadership, Middle school, Math, Student achievement. References ACT. Explorer Test . 2013. Retrieved from http://www.act.org/explorestudent/ ANDREWS, D.; CROWTHER, F. Parallel leadership: A clue to the contents of the “black box” of school reform. International Journal of Educational Management , 16,152-159, 2002. doi:10.1108/09513540210432128 BASS, B. M.; RIGGIO, R. E. Transformational leadership (2 nd ed.). Mahwah, NJ: Lawrence Erlbaum, 2006. BEACHUM, F.; DENTITH, A. M. Teacher leaders creating cultures of school renewal and transformation. The Educational Forum , 68, 276-286, 2004. doi:10.1080/00131720408984639 BILL AND MELINDA GATES FOUNDATION. Learning about Teaching : Initial Findings from the Measures of Effective Teaching Project. Seattle, Washington: Author, 2010. Retrieved from http://www.metproject.org/downloads/Preliminary_FindingsResearch_Paper.pdf BRUGGENCATE, G.; LUYTEN, H.; SCHEERENS, J.; SLEEGERS, P. Modeling the influence of school leaders on student achievement: How can school leaders make a difference? Education Administration Quarterly , 48, 699-732, 2012. doi:10.1177/0013161X11436272 COBURN, C. E.; RUSSELL, J. L. District policy and teachers' social networks. Educational Evaluation and Policy Analysis , 30(3), 203-235, 2008. CURTIS, R. Finding a new way : Leveraging teacher leadership to meet unprecedented demands . Washington, D.C.: The Aspen Institute, 2013. DANIELSON, C. Teacher leadership that strengthens professional practice . Alexandria, VA: Association for Supervision and Curriculum Development. 2006. DANIELSON, C. The many faces of leadership. Educational Leadership , 65(1) 14-19, 2007. ELLIOTT, R.; KAZEMI, E.; LESSEIG, K.; MUMME, J.; CARROLL, C.; KELLEY-PETERSEN, M. Conceptualizing the work of leading mathematical tasks in professional development . Journal of Teacher Education , 60, 364-379, 2009. GARET, M. S.; PORTER, A. C.; DESIMONE, L.; BIRMAN, B. F.; YOON, K. S. What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal , 38, 915-945, 2001. GIGANTE, N. A.; FIRESTONE, W.A. Administrative support and teacher leadership in schools implementing reform. Journal of Education Administration , 46, 302-331, 2008. HARRISON, C.; KILLION, J. Ten roles for teacher leaders. Educational Leadership , 65, 74-77, 2007. JACOBS, A. Examining the relationship between student achievement and observable teacher characteristics: Implications for school leaders. International Journal of Educational Leadership Preparation , 7, 1-13, 2012. Retrieved from http://cnx.org/content/m44965/latest/ LEITHWOOD, K.; JANTZI, D. The relative effects of principal and teacher sources of leadership on student engagement with school. Education Administration Quarterly , 35, 679-706, 1999. doi:10.1177/0013161X99355002 ROBINSON, V.; LLOYD, C.; ROWE, K. The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Education Administration Quarterly , 44, 635-674, 2008. doi:10.1177/0013161X08321509 SNELL, J.; SWANSON, J. The essential knowledge and skills of teacher leaders : Asearch for a conceptual framework. Paper presented at the annual meeting of the American Education Research Association, New Orleans, LA, 2000. WAHLSTROM, K. L.; YORK-BARR, J. Leadership: Support and structures make the ifference for educators and students. Journal of Staff Development , 32, 22-25, 2011. http://eric.ed.gov/?id=EJ941373 WATERS, T.; MARZANO, R. J.; MCNULTY, B; MID-CONTINENT REGIONAL EDUCATIONAL LAB., A. C. Balanced Leadership : What 30 Years of Research Tells Us about the Effect of Leadership on Student Achievement . A Working Paper, 2003. WHITAKER, T. Informational teacher leadership - The key to successful change in the middle school level. NASSP Bulletin , 79, 76-81, 1995. doi:10.1177/019263659507956712 YORK- BARR, J.; DUKE, K. What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research , 74, 255-316, 2004.

Universities play a key role in higher education in the fields of learning, production of new knowledge, innovation, economy and satisfaction of social needs. The administration of the university, the way it is exercised, the objectives and the degree to which it promotes their implementation are critical factors in the success of universities. The theories of university leadership developed in recent years emphasize effectiveness of academic institutions through the development of communication, organizational culture and the involvement of members of the university community in university administration. Many reformers believe that the effectiveness of university leadership is the key to the adaptation of universities in a changing world and therefore to the reforms necessary to achieve their objectives. But the effectiveness of leadership in universities is intertwined with a leadership that is not limited to creating better organizational structures, but must also promote change through consensus and the interaction of all factors in the university community. The article will examine the various forms of educational leadership encountered in educational institutions and especially transformational leadership which in the field of higher education is a means of encouraging democratic - consensual practices effectively. In addition, we will refer to the role of academic leaders and how they contribute to the effective functioning of an educational organization with simultaneous application of a democratic form of leadership and the characteristics it should have in order to achieve its objectives.

The review that was conducted by Dr. Prezerakos [1] has contributed to the body of knowledge on Emotional Intelligence (EI). It was systematically conducted with the aim to highlight the importance of EI in achieving effective nursing leadership. Although several reviews were conducted on EI in the nursing context [2-4], this was a unique study targeting nursing management and leadership. The review provided a critical analysis of the presented literature and included both qualitative and quantitative studies. While a limitation, the data presented in the review are still valuable given the lack of randomized trials on EI and nursing leadership. Prezerakos’s article is not a systematic review, though it has summarized and provided basic evidence about the significance and influence of EI on effective leadership in nursing. The outcomes ascertaining the association of EI with effective leadership do not only exist in the health sector but also other organizations and sectors [5]. Therefore, the results of Prezerakos’s article could be of benefit to a wide range of disciplines involving leadership research. In this sense, the discussion of the article was circling around the importance of emotional skills of leaders in achieving a healthy work environment [6]; see also studies in Dr. Prezerakos' review. If we agree that EI is a viable concept which differs from the concept of personality, and if we agree on the validity and reliability of the different measures and operational definitions of the concept, we must agree that it can be an indicator of success and efficacy (see list of instruments used to measure leadership in [7], and the Situational Awareness and Emotional Intelligence survey designed by Wanda Curlee and Marie Sterling [8]). Leaders in health education and health services have introduced the concepts of EI into their work environments influencing the culture of the organization [9]. Prezerakos' review showed leaders the collective benefits of improving their leadership abilities by including EI in their plans for nurses. Understanding and improving nurses' behaviors are crucial for best patient care. 2. EI as a Skill EI is a concept where the skill lends itself to complement all other skills whether in health care or any other discipline. It is of importance to note that the previous decades witnessed an increase in the conduction of research investigating EI and its associated factors within different disciplines including nursing. Research outcomes showed that EI influences nurses' work and relationships with patients. This applies to all nursing levels starting from students, professional nurses in practice, finalizing with nursing administrators, faculty members and leaders. It is well established that patient outcomes can be improved if health care professionals show empathy and resilience towards their patients. As such, emotionally intelligent managers empower their teams hence improve patient satisfaction. Actually, the expansion of research outcomes in all directions make enough bases for shifting to such evidence-based- emotional intelligence practice [2]. As a cumulative skill, EI of leaders combined their previous experiences as students and practicing nurses into their new role as managers or leaders. Leaders' efficacy cannot be judged by looking at their past undertakings but their current skills are for sure affected by their past experiences. While each leader has his/her unique personality that shapes their vision, hence their leadership style, the key to any successful leader will be gaining intercultural competency which, for sure, requires high EI [10]. In this ever-changing world, technical skills alone are no longer sufficient. Every individual including leaders needs to possess some other non-technical skills such as intercultural awareness and EI.

The pivotal role of leadership effectiveness in navigating organizational crises is well-documented, yet the integration of emotional intelligence into this dynamic remains underexplored. This study aims to elucidate the influence of emotional intelligence on leadership effectiveness, particularly within the context of crisis management in secondary schools on the Plateau. Grounded in both Goleman’s emotional intelligence theory and transformational leadership theory, this research investigates three hypotheses: the significant relationship between leadership effectiveness and crisis management capabilities, the impact of emotional intelligence on enhanced leadership effectiveness, and the synergistic effect of emotional intelligence and leadership effectiveness in managing organizational crises. Utilizing a quantitative methodology, the study employed a 5-point Likert scale to evaluate responses from 153 school Principals, assessing variables such as self-awareness, empathy, and adaptive leadership strategies. Statistical analysis Structural Equation Model (SEM) revealed a robust relationship between leadership effectiveness and crisis management (B-value = 3.27, P-value = 0.00), a significant correlation between emotional intelligence and improved leadership effectiveness (B-value = 0.61, P-value = 0.02), and a profound impact of the integration of emotional intelligence on leadership effectiveness in managing crises (B-value = 1.03, P-value = 0.00). The findings underscore the necessity of incorporating emotional intelligence into leadership development programs, highlighting its potential to enhance strategic decision-making and resilience in educational settings. Consequently, the study recommends that educational policymakers prioritize emotional intelligence training for school leaders to bolster their crisis management capabilities, ultimately fostering more resilient and adaptive educational environments. This research contributes to the broader discourse on leadership in education, offering empirical evidence of the transformative power of emotional intelligence in crisis situations.

When the societies are worried about their educative process and they consider get it better, they are planning the progress in all their dimensions. There is the importance to set up politics that tend to have a high quality education. Nevertheless, the efforts in the Soledad township are not enough. In the development plan SOLEDAD CONFIABLE 2016-2019, the community indicated as a main problem the low quality education in the township. That is reflected in the performance levels measured by the ISCE. Hence, the investigation ́s objective is to analyze the continuous improvement processes of the educative quality in the successful schools of Soledad township. In other matters, this investigation used the paradigm quali- quantitative with a descriptive design to explain the academic process and the description of the factors that have influenced on this continuous process. With the help of four tools: documentary review rubric, semi-structured interview script and two questionnaires; it was achieved determine the specific practices that are using the principals and teachers to support the improvement of learnings and the integral development of the students.

Physician leadership is multifaceted, but leadership training in medicine often is not. Leadership education and training for physicians are rarely grounded in conceptual leadership frameworks and suffer from a primary focus on cognitive leadership domains. Character-based leadership is a conceptual leadership framework that moves beyond cognitive competencies and articulates dimensions of character that promote effective leadership. The purpose of this study was to explore the relevance of character-based leadership in the medical context. This qualitative descriptive study used semi-structured interviews to explore health care professionals' perceptions of character in relation to effective leadership in medicine. All interviews were audiorecorded and transcribed. Consistent with descriptive qualitative inquiry, a qualitative latent content analysis was used. Simultaneous data collection and analysis incorporating character-based leadership as a theoretical framework was used to help organise the analysis of the data. The researchers met regularly to clarify coding structures and categorise codes until sufficiency was reached. Twenty-six individuals (12 doctors, 5 nurses, 2 social workers, 2 directors and a pharmacist, dietician, coordinator, administrator and unit clerk) participated. Character-based leadership resonated with participants; they deemed character essential for effective physician leadership. Participants reflected on different character dimensions they attributed to an effective physician leader, in particular, collaboration, humility and humanity. They shared examples of working in interdisciplinary health care teams to illustrate these in practice. Moreover, participants believed that effective physician leaders need not be in a positional leadership role and asserted that physicians who demonstrate character stand out as leaders regardless of their career stage. Our findings suggest a role for a character-based leadership framework in medical education. Participants recognised the execution of character in everyday practice, associated character with effective leadership and understood leadership in dispositional rather than positional terms. These findings provide important insights for expanding and enhancing existing leadership training interventions.

The main purpose of this research study is to determine the leadership role in public sector teachers training institutes in Sindh, province of Pakistan. The study is focused on themes the problems/pressures such as social, political influence particularly at managerial/leadership level, intrinsic sense of responsibility, operational procedures in department, individual responsibility and challenges in faculty training and development faced by top leadership of Teachers training institutes. The primary source of data collection used for the professionals is based on the comprehensive survey; well-designed tools such as questionnaire comprised of thirty closed ended items on a five-point Likert- scale which was developed in consultation with the language and subject experts that are used as sampling instruments, and certain items were revised after pilot testing. After this procedure, construct and content validity of questionnaire was determined, the researcher has visited personally those institutions which were included in the population of research study, and random sampling has been used as sampling technique to collect the data. Ethical consideration was ensured in research to save respondents from any problem in the future; special care was given to the language so as not to hurt the respondents’ race, caste, creed and culture.The responses had been analyzed statistically using regression analysis. The respondents of the study included officers of Grade 17 and above from the Leadership of Education & literacy Department. Priority was given to those offices that possessed experience in academic as well as managerial level such as teacher educators /trainers, professors and Heads of Teachers Training Institutions in Sindh, a province of Pakistan. The findings of this study is concluded on the effectiveness of the leadership provided by the head figure in these teachers training institutes is not greatly affected due to problems such as non-availability of physical facilities in the institutions, or the financial problems and academic, professional qualification and experience. However, the effectiveness of teacher education leadership was significantly affected due to political influence, undue transfers of intuitions heads, suspensions or punishment had the negative impact on the effectiveness of leadership. The study suggested reasonable modifications in internal process of institutes and their practical application such as recruitment and appraisal on merit basis and avoiding undue suspension or transfer of management staff.

Effective leadership in education makes a significant difference in improving classroom learning. What is much less clear and studied is the impact that school leadership has on the quality of teaching and on students' academic achievement. A growing number of school leaders are paying attention to data showing that expert teachers are the real leaders who hold the key to student achievement. But these leaders at the administrative level face a difficult challenge: how to identify, attract and retain a staff of expert teachers who can help redesign and lead even the most challenging schools. The purpose of this study will be to examine the effects of leadership on the quality of teaching, student achievement, and sustainable school success. There is still much to explore about the importance of effective leadership in schools, how to reap its benefits, and how to ensure that we do not continue to reject good leaders because of bad systems. Especially when we think of leadership in formal administrative roles, the greater the challenge the greater the impact of their actions on learning. While various studies show that there are significant effects of leadership actions on student learning across the school spectrum, other existing studies also show that the demonstrated effects of successful leadership are significantly greater in schools that are not in difficult socio-economic circumstances. Especially in the post- pandemic period from which education and educational institutions emerged highly affected in terms of quality, it is important to understand the value of changing or enhancing leadership skills, and above all of reforming them as part of their efforts. for improvement or as part of school reconstruction and the impact of leadership on the quality of teaching and on students' academic achievement.
 
 Received: 10 January 2022 / Accepted: 21 March 2022 / Published: 30 March 2022