Making space for cultural equality in educational leadership

The concept of leadership in education has been influenced by several disciplines: sociology, psychology, political science, economics, philosophy (Simkins, 2005, English, 2006). The development of the concept of leadership has also been greatly influenced by the analysis of organizational systems from a sociological perspective (English, 2006).The analysis of scientific literature shows that the concept of leadership in education is analyzed and presented by many authors from different points of view. Leadership in education is analyzed by emphasizing the position of administration and management, reviewing changes in the school system and leadership models that help to implement systemic changes in school, focusing on the learning process and curriculum development, emphasizing leadership in higher education, narrative, historical context, and meta-analysis.The results of the focus group with higher education staff show that leadership in higher education covers a wide range of activities: administration, management, teaching, research, supervision of final theses, decision-making in projects - basically sociological, political, administrative, philosophical aspects of leadership are incorporated.

American Public School Administration: A Short Analysis

Masturbation is assuming an exponential increase in proportion among students of tertiary institutions in Nigeria. The challenges of masturbation appear to be the most important and commonest sexual threat among students today. Sex education and educational leadership remain veritable interventionist approach to dealing with the challenges of masturbation among students. Unfortunately, sex education in this part of the world is uncoordinated or worse still, neglected while educational leadership seems to be a fantasy that ends in the classroom. This study examines the challenges of masturbation prevalent in tertiary institutions among students and thus, identifies the strategies of social intervention through sex education and educational leadership.

In this paper we argue that transnational as well as national political demands and expectations on the educational field are contributing to (re)produce four ideological-based educational leadership discourses in the literature. In order to conceptualize these discourses, we turn to the work of Schmidt (Diagnosis I—Filosoferende eksperimenter. Aarhus University Press, Aarhus, 1999, On respect. Aarhus University Press, Aarhus, 2011) and Zizek (Mapping ideology. Verso, New York, 2000, The sublime object of ideology. Verso, New York, 2008a). On that basis we identify four dominant educational leadership discourses: (a) a personhood-based discourse, (b) a profession-based discourse, (c) a standard-based discourse, and (d) a resource-based discourse. These discourses have—as we will show—various consequences for the way we think and talk about education and educational leadership in our age. Using examples that stem from a project about educational leadership in Danish upper secondary school, we will illustrate how educational leaders’ beings and doings are ‘regulated’ by these discourses, which place them in a tension field where different and conflicting (ideological) fantasies seem to be played out. Then, we will discuss how these fantasies can be challenged and how we can think and speak more intellectually about education and educational leadership. By using the term intellectual we are referring to educational leaders’ ability as human beings to critically reflect on their contemporary doings and beings within and beyond the existing social order. Hopefully this can help them (and us) to establish new ways for discussing not only what educational leadership is and should be about, but also what it could be about.

This study identified core components of the curriculum for master's-level community health nurses (CHNs) and assessed whether leaders in service agreed with leaders in education on the importance of these components. Through a mailed survey, 588 leaders in CHN service and education identified the following as the most important to include in the core CHN curriculum: a practicum experience; epidemiology; community health assessment and diagnosis; administration and management, including public health administration, management theory, program planning and evaluation, financial management and budgeting, and quality assurance; research methods and biostatistics; health promotion and disease prevention; intervention at the aggregate level; and leadership theory. These leaders also indicated that skills in both administration and direct care are essential for CHN practice. While there was remarkable agreement between service and education leaders in many areas, notable disagreements were seen in the importance accorded administrative skills. Service leaders rated these skills much more highly than did leaders in education.

This study aims to examine the relationship between educational transformation leadership and the quality of teachers in secondary schools, as well as to identify the impact of total quality management practices on the relationship between both variables. This study used a cross-sectional survey involving 423 secondary school teachers from across Malaysia. Data were collected using questionnaires adapted from Total Quality Management Instruments, Multi-Factor Leadership Questionnaire and Malaysian Teacher Standards Instruments. This study used the Pearson Correlation inference analysis to determine the relationship between variables and SPSS Process Macro 3.0 analysis to identify mediator effects. The results show that the relationships between educational leadership and Total Quality Management practices (.768), Total Quality Management practices and teacher quality (.942), educational transformational leadership and teacher quality (.846) are all positive and significant. In addition, the Variance Accounted For (VAF) for the mediator is 64.62%. Thus, it can be concluded that Total Quality Management has a partial mediator effect on the relationship between educational transformational leadership and teacher quality in secondary schools. The findings of this study can contribute to the improvement of school management practices, specifically through the implementation of educational transformational leadership, Total Quality Management and teachers' quality. In summary, the findings suggest that educational transformational leadership and Total Quality Management can contribute to the improvement of teachers' quality.

This chapter introduces the work and ideas of philosopher Bernard Stiegler and articulates how they might be useful in educational leadership scholarship. The chapter introduces these ideas through an examination of key books and book series before shifting the focus more explicitly to education and educational leadership. The chapter provides a range of analytic tools with which to understand contexts of education in contemporary hyper-industrial capitalism and the effects of this on education and educational leadership. The notions of pharmakon and psycho-power are used as demonstrations of tools for analysis. The chapter includes a glossary of key terms and also some key readings for those new to Stiegler’s work.

The neo-liberal move to depoliticise and deregulate governance of public sectors by transferring them to the technocratic and administrative marketplace management endangers the political and democratic processes at all levels. It influences education and educational leadership at their very core: the purpose of education is shifting from intending to raise autonomous and critical participants in democracies, to aiming to produce an affirmative and employable workforce. This chapter analyses current developments in politics, administration and governance at state, municipal and institutional levels from a democratic perspective, and discusses concepts and practices of education and educational leadership with these same views. Two paradigms are described, in order to find the core of both kinds of theories: an outcomes-oriented, and a participation-oriented perspective. From a normative, democratic, viewpoint, it is argued that the core of each should be non-coercive relationships, developing deliberative practices in contemporary contexts is the main perspective in the chapter.

This chapter examines the key ideas of Michel Foucault. Foucault’s work is used to highlight a number of prescient issues in education and educational leadership, namely, how discourse works in the creation of particular norms and truths that function in the field of educational leadership. The chapter begins by situating this work in relation to previous work drawing on Foucault’s ideas in education and educational leadership and then discusses some of the main ideas associated with Foucault: discourse, power, governmentality, ethics and the subject. Within each of these sections, links are made to educational leadership discourse that is both useful for further examination and how such approaches may still serve some important use given the age of Foucault’s work and also the previous use of his ideas. The final section provides a brief annotated bibliography of some key works to explore for future readers and research.

The article explores the phenomenon of educational leadership as an integral component of the professional training of future master's degree students in education. The study examines key theoretical approaches to defining the concept of "educational leadership" and its role in the modern educational environment. Major leadership models in education, including transformational, distributed, and servant leadership, are analyzed in terms of their effectiveness in improving the management of the educational process. The article discusses the significance of educational leadership in teaching, educational management, and research activities, emphasizing its impact on preparing competent professionals capable of implementing innovations and fostering the strategic development of educational institutions. Particular attention is given to the methods and technologies used to develop leadership competencies in graduate students, including interactive learning methods (such as training sessions, case studies, and debates), the application of digital technologies, and the introduction of specialized leadership programs. The study identifies key barriers to the formation of leadership qualities, such as the insufficient integration of leadership disciplines into curricula, limited opportunities for practical application of acquired knowledge, and the lack of motivation among students to engage in leadership roles. The article outlines promising directions for improving the training of master's students in education, including expanding opportunities for practical training, integrating international best practices, and utilizing advanced educational technologies. Emphasis is placed on the importance of adapting global best practices in educational leadership training to the context of Ukrainian higher education. The study concludes that a comprehensive approach to fostering educational leadership is essential for the professional development of future master's students and for enhancing the overall effectiveness of the education sector.

Background: Educational leadership perspectives are missing from existing literature related to school shootings, which have been dominated instead by experts in criminal justice, law enforcement, and psychology. Purpose: In this article, we systematically review the literature base on educational leadership related to school shootings in the United States to identify gaps and develop an education-specific, leadership-specific research agenda for the United States. Methods: This exploratory-topographical review follows standards for systematic research reviews in educational leadership. Through reviews of 16 core educational leadership journals, and online scholarly search engines for research and keywords, we identify gaps in the current inter-disciplinary literature. Findings: We learned that the research base on school shootings is multidisciplinary, with scholars across seven different fields taking different approaches. Second, we found that while many scholars are addressing the problem of school shootings, the research base on school shootings from education researchers and specifically within the field of educational leadership are limited. Implications: We discuss three ways in which educational leaders and leadership scholars can inform school shooting research via emphasizing relationships, school–community partnerships, and meeting the needs of the marginalized. We propose preliminary recommendations for an education-specific, educational leadership U.S. research agenda, and suggestions for preparation programs.

China has a long history of education, and its institutionalized educational leadership and administration can be traced back more than 2,000 years. Since then, educational leadership and administration systems have evolved with the development of society, politics, economy, and culture, and an educational leadership and administration system with significant Chinese characteristics has been formed. The current educational leadership and administration system in China is stipulated by different laws and regulations of the country. The State Council and the local people’s governments at various levels are responsible to guide and administer educational work under the principles of administration by different levels and a division of responsibilities. This educational leadership and administration system in China is related not only to the history of the centralized culture but also to the administration system of the country. At the beginning of the 21st century, the world is undergoing significant development, profound change, and major adjustments, while China is currently at a key stage for reform and development. World multi-polarization, globalization of the economy, development of the knowledge economy, dramatic changes in science and technology, competition for talent worldwide, and the trend toward industrialization, informatization, urbanization, marketization, and internationalization in China pose a severe challenge to education and its administration. At the same time, some serious problems in educational leadership and administration remain to be solved. Facing these challenges and problems, the government called for reforms to promote the educational governance system and modernization of the educational governance capability to educational administration. The new educational governance system emphasizes empowerment, autonomy, shared governance, social participation in policymaking, and administration.

Objectives: Medical Education Scholars Program (MESP) has been implemented with the aim of creating and enhancing the knowledge and skills of educational leaders and faculty members, as well as providing the basis for the development of training in academic departments at Tehran University of Medical Sciences.Methods: The program planned for this 8-month course was offered in two sections. Fourteen faculty members participated in the two courses. The first part, which was a once-a-week workshop, included a 3-day workshop on “how to write a developmental proposal in education” and a 3-day “educational leadership” workshop. In the second part, which was a half-day course, was allocated to presenting the project progress report, the educational journal club, the workshops requested by participants on educational leadership, individual studies and counseling with mentors.Results: In a poll, it was concluded that participants were satisfied with the curriculum of MESP and expressed that the program could not only expand their knowledge and skills on how to manage change and educational leadership, but also improve their viewpoint in this regard.Conclusion: MESP can enhance the faculty members’ knowledge and skills in their educational leadership and scholarly activities as a teacher, and increase their accountability as an educational leader. It seems that holding this program and similar programs is essential to improve the quality of education and educational leadership at universities.

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.

In the article the theoretical framework of leadership in higher education of England and Wales has been studied. The main objectives of the article are defined as analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; characteristic of the theoretical fundamentals of educational leadership, and presentation of classification of leadership models in educational sphere. Leadership in higher education has been studied by foreign and domestic scientists: methodology of comparative education (C. Bargh, N. Bidyuk, N. Mukan, A. Sbruyeva); continuous professional education (J. Barge, A. Kuzminskyy, N. Nychkalo, P. Lorange); leadership in education (J. Bareham, L. Danylenko, L. Karamushka, N. Kolominskyy, O. Marmaza); leaders’ training (A. Borysova, V. Ilromovyy) etc. In Ukraine this problem has not been studied yet. The research methodology comprises theoretical (comparative and historical method, logical method, analysis and synthesis), and applied (conversations and dialogues) methods. The research results have been presented: the comprehensive integration of leadership theories in the sphere of philosophy, sociology, psychology, pedagogy, management has been justified; the definition of leadership and distributed leadership, and their characteristic have been provided; the leadership models in higher education of England and Wales have been determined.