Educational leaders’ perceptions of evidence quality and application: a paradox

Background: Educational leadership for social justice and equity is the primary leadership response to inclusive and equitable education. This inquiry builds on multicultural education and educational leadership to explore an alternative approach to mainstream leadership practice. Purpose: To examine ways in which educational leaders of color in K-12 schools and higher education settings, tap into positive attributes of their identities to address issues germane to social justice and educational equity. Data Collection and Analysis: Qualitative data were examined to determine connections among participants with regard to literature reviewed and research questions. Analyses checked for evidence of culturally responsive leadership practice and the use of critical race theory. Findings: Nine common leadership characteristics were identified. Any leader can choose to use a critical race theory lens when practicing leadership for social justice and equity in diverse settings. Conclusions: These findings suggest the need for alternative models of leadership as a response to diversity in schools and universities, and value in exploring connections between multicultural education and educational leadership.

This study explores the influence of culture on educational leadership (EL) as perceived by teachers and school leaders at a Zambian school. Culture is increasingly recognised as a significant influence on EL; consequently, studies have been conducted in this area, primarily in East and South East Asia. The African context lags in this regard, resulting in assumptions that African EL is predisposed towards western cultural and leadership practices. This study begins to correct these assumptions and proposes an alternative view. It was guided by three research questions; 1) what cultural values, beliefs and practices influence EL in the school, 2) how these values influence the enactment of EL and 3) how far the concept of Ubuntu influences EL. The study is based on the interpretive paradigm, combining in-depth interviews with focus group discussions to gather rich, descriptive, contextualised narratives and accounts of leadership. Inductive analysis develops a formulation of theory rounded in the perspectives and practices of educational leaders in the Zambian context. The findings reveal the far-reaching importance of the African cultural and societal concept of Ubuntu, which is based on communalism and recognition of humanness in others. Ubuntu influences EL through values like care, support, peaceful coexistence, reverence for age, respect for authority, collectivism and harmony. African traditional practices of patriarchal leadership and paternalism are evident in hierarchical structures and the preponderance of male educational leaders and the resultant gender disparity among Zambian educators. The colonial legacy along with socialist influences have influenced EL through an enduring adherence to bureaucratic leadership structures and authoritarianism. Ethnocentrism and an over-reliance on aid are historical influences which also affect the enactment of EL in Zambia. In summary, there are some uniquely African cultural values, beliefs and practices influencing EL, whilst others have been identified in other cultures like Chinese society.

Educational leadership has garnered significant attention in Western research over the past two decades. However, in Latin America, it has only recently become a focus of study. Much of the existing research applies leadership concepts without adequately considering the unique political, cultural, and social contexts of individual countries. Ecuador, in particular, has undergone numerous educational reforms in the past fifteen years, significantly altering its educational landscape and leadership practices. This study investigates the leadership practices of educational leaders in Ecuadorian technical schools, specifically focusing on setting directions, developing people, and re-culturing schools. Through interviews and document analysis, the study reveals that educational leaders aim to redesign school organisations collaboratively by integrating efforts from students, parents, and teachers to achieve collective goals. They also navigate administrative duties while fostering a supportive environment for teachers and students. The study identifies factors influencing these practices, such as educational reforms and leadership responsibilities, and addresses challenges like strained professional relations and resistance from experienced teachers. These findings underscore the importance of a collaborative and distributive leadership approach tailored to Ecuador’s unique social and educational context. This research contributes to advancing contextualised educational leadership knowledge in Ecuador.

To stimulate economic advancement, low- and middle-income countries need well-educated and trained workforces to fill the types of skilled jobs that drive economic growth. Improving educational quality and attainment and providing better training are all rightly put forth as policy recommendations to leverage economic growth and job creation. However, new findings based on large scale surveys of adult skills fromthe World Bank Group’s STEP (Skills Toward Employment and Productivity) Skills Measurement Program suggest that many workers are over qualified for their current jobs (based on the education those jobs require). The results of this study suggest that countries may not reap as much benefit from their investments in quality education and training if weak job creation leaves workers’ skills under utilized. Most of the literature on mismatch focuses on higher-income countries and rates of over-education among college graduates. Accounting for Mismatch in Low- and Middle-Income Countries uses new STEP Skills Survey data from 12 low- and middle-income countries, representing a range of economic and educational and training climates, to better understand the scope and patterns of education and skills mismatch. STEP collects information not only on workers’ level of education and employment status, but also on the types,frequency, and durations of tasks they carry out at their jobs as well as some of the cognitive skills they use.The study also explores additional factors such as gender, health, career stage, and participation in the informal labor sector that may help explain the degree of mismatch rates. The study’s findings indicate thatover-education is common in low and middle income countries with both lower and higher rates of educational attainment. There is also evidence that over-educated tertiary workers do not use all of theirskills, potentially wasting valuable human capital and educational resources. Aimed at policy makers, business and education leaders, and employers, Accounting for Mismatch in Low- and Middle-Income Countries suggests that job growth must go hand-in-hand with investments in education and training.

Samier and ElKaleh’s (2019) book titled Teaching Educational Leadership in Muslim Countries: Theoretical, Historical and Cultural Foundations is part of the series of Educational Leadership Theory books, which address trends in educational leadership scholarship and aim to “deliver an innovative and provocative dialogue whose coherence comes not from the adoption of a single paradigmatic lens but rather in an engagement with the theoretical and methodological preliminaries of scholarship” (Eacott & Niesche, 2019, p. v). Samier and ElKaleh (2019) present “what it means to teach educational administration and leadership in a Muslim context” (p. ix) through theory, current controversies, and case studies.

1. There are different types of evidence to consider including systematic reviews, randomised controlled trials (RCTs), case-controlled studies, cohort studies, case series. 2. A thorough, critical review of the existing literature informs thinking about research and practice and should have a clear search and selection strategy, critically evaluate the existing literature, be well-structured and well-referenced. 3. Undertaking a literature search can be divided into four steps: framing the question; choosing a search method; identifying criteria and keywords; narrowing the search results. 4. In developing your own study it is important to get the research question right as this will aid the identification of the appropriate research methodology and the feasibility of the study. It is also important that any tools used to address the research question are reliable and well validated and data analysis is appropriate and transparent. 5. Dissemination of findings of sound research is important. Through dissemination we keep learning and improve the care that is delivered.

This paper investigates the case of digital leadership at the level of primary education based on in-service teachers’ digital competence and leadership styles in Western Greece. The objectives of this study are also to identify the effects of different kinds of leadership styles on teachers’ satisfaction and the adoption of digital practices and to identify gaps in educators’ digital skills. Quantitative design was supported, and for research purposes, a structured survey was administered to 105 primary school teachers. Different statistical analyses were conducted to examine the relationships among leadership styles, demographic factors, and digital competencies, with a specific interest in transformational leadership. The results indicate that transformational leadership plays a pivotal role in enhancing teachers’ satisfaction and fostering the adoption of digital leadership practices; hence, it is of special importance when promoting digital transformation in schools. The results point to a large gap in the digital competencies of teachers that targeted professional development programs could make up for. In terms of demographic variables, neither gender nor age was found to be a significant predictor of leadership style, while postgraduate education was found to be positively linked to more advanced leadership practices. These findings stress the importance of teachers in the process of shaping digital transformation and call for further research to develop a deeper understanding of what works in effective digital leadership in education that can support the development of high-performing digital ecosystems in schools.

The expansion of educational opportunities internationally provides major prospects for developing countries to reform their education systems. The rise of new forms of transnational education, (the provision of education to learners in a country different from that of the provider) and the expansion of capacity building opportunities have helped developing nations to increase domestic access to international education and to enhance the quality of their local education systems through increasing the variety and relevance of their programmes. Pakistan, being a developing nation, faces huge educational challenges due to its highly rigid and bureaucratic system of education. It also faces a lack of resources and training opportunities to enhance and expand the capabilities of teachers and educational leaders. However, community based, not-for-profit institutions in Pakistan are making every effort to improve the quality of education through providing capacity building opportunities to teachers and educational leaders. Notre Dame Institute of Education (NDIE) in Karachi is one such kind of institute. It is affiliated with Karachi University (KU) and accredited with Australian Catholic University (ACU) and offers an M. Ed. programme for educational leaders. This study explores the effectiveness of the transnational M. Ed. programme at NDIE as a means of educational leadership capacity building in Pakistan. The main research problem was examined through four research questions which explored: the distinctive elements of the M. Ed. programme offered at NDIE and its focus on capacity building; the contextual factors contributing to this capacity building; the impact of the M. Ed. programme on the development of the leadership capacity of its graduates; and finally the contributions of this case study research to the understanding of issues related to transnational education focusing on educational capacity building. A qualitative approach, in the form of case study, was adopted for the research. The data was collected by means of survey questionnaires distributed to all the M. Ed. graduates; in-depth individual interviews and focus group interviews of selected graduates and NDIE teachers; analysis of the documents related to the M. Ed. programme and the transnational partnership between ACU and NDIE, and the researcher's reflective journal. The comprehensive narrative indicates the use of appropriate means of qualitative data reduction, analysis and display. This study highlights the contribution of the NDIE M. Ed. programme to the development of educational leaders in Pakistan and its impact on graduates in terms of bringing about change in their knowledge, skills, attitudes and practices as educational leaders. Using the United Nations Development Programme's framework (2009), this study also provides insights into the process of capacity building through the transfer and successful application of knowledge, expertise and methodologies from one educational context into another very different educational context. Furthermore, this study provides valuable insights into the contribution of ACU, Australian Sisters of Mercy and the Catholic Education system to educational leadership capacity building in Pakistan. As a result of this research, a number of recommendations are made for consideration by NDIE, other providers of leadership development programmes in Pakistan, ACU and future researchers.

Causal Inference in Environmental Epidemiology: Old and New Approaches.

This research study explores the issue of teacher leadership in South-East Queensland Anglican schools. An initial exploration of the context of Anglican education in South-East Queensland confirmed that both nationally and within the Anglican system, hierarchical understandings of school leadership were being challenged amidst a growing expectation of teacher leadership. However, despite this expectation of teacher leadership, there was little in respect to formal policy and resource support for teacher leadership within South-East Queensland Anglican schools. This research study seeks to gain a more informed and sophisticated understanding of teacher leadership, with particular focus on the perspective of classroom teachers. A comprehensive analysis of key literature in educational change, professionalism in education and educational leadership, revealed a number of key insights that informed this study. Significant socio-economic change in recent decades has brought about corresponding educational change. This has resulted in a call for greater professionalism in education and a new paradigm of educational leadership. Within this context, there is new interest in distributing leadership beyond the formal role of the principal and into the hands of teacher leaders. However, a further review of the literature highlighted the lack of a clear conceptualisation of teacher leadership. While teacher leadership is predominantly considered in the literature as the domain of those in formal, positional roles, less is known about informal, in-class teacher leadership.;Based on these insights, the researcher identified one major research question: How do teachers, who are recognised as teacher leaders in South-East Queensland Anglican schools, conceptualise teacher leadership? To answer this research question, four research sub-questions were posed: Behaviour of teacher leaders - What do they do? Purpose of teacher leadership - Why do teachers strive for this? Feelings of teacher leaders - How do they feel about what they do? Support for teacher leaders - What do they need? This research study is situated within the theoretical framework of symbolic interactionism. As both a perspective and a method, symbolic interactionism is situated within a pragmatic constructivist research paradigm. This research study explored a restricted group of 16 teachers within three South-East Queensland Anglican schools, and employed qualitative research methods including Experience Sampling Method and focus group interviews. The findings of this research study suggest that teacher leaders in South-East Queensland Anglican schools have a confused conceptualisation of teacher leadership, with little common symbolic language to delineate the phenomenon. This study made the following conclusions in relation to teacher leadership in South-East Queensland Anglican schools: The broad understanding of teacher leadership is unrecognised in the field of education. Teacher leadership is a complex phenomenon. Teacher leadership is principled action in support of learning. There is untapped potential for teacher leaders to act as change agents in school revitalisation. Collegial relationships, the provision of time, relevant professional development and administrative support enable teacher leadership There is a need for a role-making policy to support teacher leadership.;The development of teacher leadership in South-East Queensland Anglican schools requires support from the Anglican Schools Commission, school principals and the teachers themselves, through deliberate action in developing appropriate policy and practice.

PurposeThe purpose of this paper can be summarized in the following research questions: How do male school leaders perceive the role of an educational leader and educational leadership in general? What are some of the male school leaders' leadership styles and features? What distinctive factors influence and hinder the leadership process for men in Greek primary schools? Are there any perceived gender differences in educational leadership? What are the attitudes and the level of motivation that male school leaders have towards promotion?Design/ methodology/ approachThe study utilizes a qualitative approach to explore the views and perceptions of Greek male school leaders in a profound manner. The main research tool is in‐depth semi‐ structured interviews that are employed to a final sample of 20 respondents.FindingsThe results are represented in a systemic model, which outlines the various influencing and resulting notions. For instance, a wide range of influencing factors are revealed alongside a series of leadership styles and behaviors that are displayed by male school leaders in Greece. Moreover, the research paper offers a concise sum of concepts that are deemed to portray leadership effectiveness.Research limitations/implicationsFurther research may be undertaken in the specific or other sectors, in order to determine or test the various concepts that have arisen. The findings also offer useful recommendations for male school leaders and related stakeholders to understand the educational leadership process in a better way.Originality valueAs there is a lack of relevant empirical work both in the fields of educational leadership of males and educational leadership in Greece, this project aids in understanding important issues and reveals additional factors that are exceedingly relevant to educational leadership of males in Greece.

BackgroundThere is an ongoing controversy over the relative merits of randomized controlled trials (RCTs) and non-randomized observational studies in assessing efficacy and guiding policy. In this paper we examine male circumcision to prevent HIV infection as a case study that can illuminate the appropriate role of different types of evidence for public health interventions.DiscussionBased on an analysis of two Cochrane reviews, one published in 2003 before the results of three RCTs, and one in 2009, we argue that if we rely solely on evidence from RCTs and exclude evidence from well-designed non-randomized studies, we limit our ability to provide sound public health recommendations. Furthermore, the bias in favor of RCT evidence has delayed research on policy relevant issues.SummaryThis case study of circumcision and HIV prevention demonstrates that if we rely solely on evidence from RCTs and exclude evidence from well-designed non-randomized studies, we limit our ability to provide sound public health recommendations.

Equity has become a central principle in educational policy and leadership worldwide. However, a wide range of interpretations of equity and what it means in education exist. This study explores the relationship between educational leadership and equity within a diverse student cohort comprising individuals from various cultural backgrounds and nationalities. Students from Canada, Vietnam, Mainland China, and Taiwan converge in a research institute classroom setting, fostering a rich tapestry of perspectives. The central research question investigates how educational leadership influences equity, particularly in fostering inclusive environments for students from diverse backgrounds. Through an in-depth interview with Professor Yi Qiu from the Chinese Culture University in Taiwan, this study examines how educational leadership can promote equity in a multicultural setting. The findings suggest a positive correlation between leadership practices and educational equity, emphasizing the significance of inclusive leadership in providing equal educational opportunities and resources to students from various cultures and social backgrounds.

BackgroundMore than a quarter of randomized controlled trials (RCTs) are prematurely discontinued, mostly due to poor recruitment of patients. In this study, we systematically compared RCTs discontinued or revised for poor recruitment and completed RCTs with the same underlying research question to better understand the causes of poor recruitment, particularly related to methodological aspects and context-specific study settings.MethodsWe compared RCTs that were discontinued or revised for poor recruitment to RCTs that were completed as planned, matching in terms of population and intervention. Based on an existing sample of RCTs discontinued or revised due to poor recruitment, we identified matching RCTs through a literature search for systematic reviews that cited the discontinued or revised RCT and matching completed RCTs without poor recruitment. Based on extracted data, we explored differences in the design, conduct, and study settings between RCTs with and without poor recruitment, separately for each research question using semi-structured discussions.ResultsWe identified 15 separate research questions with a total of 29 RCTs discontinued or revised for poor recruitment and 48 RCTs completed as planned. Prominent research areas in the sample were cancer and acute care. The mean number of RCTs with poor recruitment per research question was 1.9 ranging from 1 to 4 suggesting clusters of research questions or settings prone to recruitment problems. The reporting quality of the recruitment process in RCT publications was generally low. We found that RCTs with poor recruitment often had narrower eligibility criteria, were investigator- rather than industry-sponsored, were associated with a higher burden for patients and recruiters, sometimes used outdated control interventions, and were often launched later in time than RCTs without poor recruitment compromising uncertainty about tested interventions through emerging evidence. Whether a multi- or single-center setting was advantageous for patient recruitment seemed to depend on the research context.ConclusionsOur study confirmed previously identified causes for poor recruitment, i.e., narrow eligibility criteria, investigator sponsorship, and a reduced motivation of patients and recruiters. Newly identified aspects were that researchers need to be aware of all other RCTs on a research question so that compromising effects on the recruitment can be minimized and that a larger number of centers is not always advantageous.

Whether you are a small time investor or an active one, it is very important to have thorough financial literacy, how to invest, where to invest, how much to invest etc. Being aware about investing helps the investors to fully appreciate opportunities and associated risks, take informed decisions, understand the intricacies of financial markets (means to understand the financial market in a very complicated or detailed form) and participate actively in the economic growth of the Country by converting savings into investments. Keeping all this in mind, the Ministry of Corporate Affairs, Government of India established the Investor Education and Protection Fund (IEPF) under Section 205C of the Companies Act, (1956) with an aim to generate more awareness among the investors and thus protect them. IEPF is regulated under securities and exchange board of India (investor protection and education fund) regulation, 2009.Investor Education and Protection Fund (IEPF) is for promotion of investors’ awareness and protection of the interests of investors. The IEPF accounts for unclaimed funds from dividends, matured deposits, matured debentures or share application money, which is transferred to the Government by companies if they are not claimed for seven years. The fund shall be utilized for the purpose of protection of investors and promotion of investor education and awareness. The IEPF is managed by a Committee that consists of the Secretary, Company Affairs, as well as members from RBI, SEBI and experts on investor protection. The committee shall consider investor education and protection activities keeping in view the purpose of utilization of fund. Meeting of the committee shall be convened at least once in 3 months by the convener to in his absence, by any member nominated by the convener, on his behalf. The board shall ensure maintenance of proper and separate accounts and other relevant records in relation to the fund.Investors Education and grievances aim is to create a stock market that is fairer, more free and above all, one that better serves the interest of investors. Educated & empowered investors always allow the market forces to play their role to shape a fairer and efficient competitive market. Therefore, it is the non-government organization to equip small investors with the necessary information and understanding about the intricacies of the functioning of the stock market so that they can ensure guaranteed and safe investment avenues.