Educational Leadership Research Articles

INSTRUCTIONAL LEADERSHIP AND TEACHER SELF-EFFICACY ON JOB SATISFACTION: THE MEDIATING EFFECT OF SCHOOL CLIMATE IN INDONESIAN ISLAMIC SENIOR HIGH SCHOOLS

This study explores the impact of instructional leadership and teacher self-efficacy on job satisfaction among teachers in Indonesian Islamic Senior High Schools (Madrasah Aliyah), focusing on the mediating role of school climate. Instructional leadership plays a crucial role in shaping a positive school environment, which can enhance teacher job satisfaction by providing necessary guidance, resources, and support. A mixed-method approach was employed, with data collected from 219 teachers using validated survey instruments. The Content Validity Index (CVI) was used to ensure instrument reliability. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess relationships between variables and the mediating effect of school climate. The results show that instructional leadership significantly impacts both school climate and teacher job satisfaction, with path coefficient values of .463 and .818, respectively. However, school climate did not significantly mediate the relationship between instructional leadership and job satisfaction. Teacher self-efficacy, while positively influencing school climate (p < .05), did not have a substantial direct effect on job satisfaction (ß = -0.058). This research provides fresh insights into the nuanced interplay between leadership, teacher self-efficacy, and job satisfaction in the context of Islamic schools. The findings highlight school climate's indirect yet pivotal role in educational leadership dynamics. By integrating these variables, the study offers practical recommendations for improving leadership strategies and enhancing teacher well-being in faith-based educational settings.

The Reality Of Employing Artificial Intelligence Applications and its Challenges in Teaching People with Learning Disabilities from the Point Of View of Teachers (SDG'S)

Purpose: This study aims to investigate the reality of employing artificial intelligence applications and its challenges in teaching children with learning Disabilities from the point of view of teachers and specialists in Amman- Jordan schools. Theoretical Reference: The study is grounded employing artificial intelligence applications and its challenges in teaching children with learning Disabilities from the point of view of teachers and theories of learning disabilities. Method: The descriptive analytical approach was followed, The researcher prepared a study A self-designed measure of employing artificial intelligence applications in the education of children with learning Disabilities from the point of view of teachers and the challenges they face was administered to special education teachers in capital Amman city, Jordan, focusing on their. The questionnaire underwent validity and reliability assessments to ensure its appropriateness for the study. Statistical analyses, including means, standard deviations, and t-tests, were employed to analyze the data. Results and Conclusion: The study results found that learning disabilities teachers demonstrated a medium level of knowledge regarding reality of hiring teachers with learning Disabilities for artificial intelligence applications. However, while the results indicated that the challenges facing teachers came with a high degree. Implications of Research: The findings suggest a need for targeted professional development and support for special education teachers to enhance their effectiveness employing artificial intelligence applications in teaching children with learning Disabilities . Policymakers and educational leaders could use these insights to develop comprehensive strategies and resources that empower teachers and promote a safer learning environment for all students. Originality/Value: The research contributes to understanding the use AI applications for children with learning disabilities. It raises awareness among officials about artificial intelligence applications and accessibility for these children with learning disabilities.

Empowering Educational Leadership: The Role of Principal in Enhancing Learning Quality and Teacher Performance

This study analyzes how principal leadership can manage their teaching staff to improve the quality of learning and their performance in schools. This study uses a qualitative approach to the case study type. Data collection techniques are carried out through interviews, observations, and documentation. Data analysis uses the Miles and Huberman interactive model, which consists of data reduction, presentation, and conclusion. The study results indicate that effective principal management involves several main stages, namely planning teacher performance development programs, developing clear strategies, and scheduling integrated with the school's academic calendar. Principals who successfully implement this management can consistently improve teacher performance, which improves the quality of learning in schools. In addition, the principal's provision of rewards and sanctions has proven to be an effective motivator for teachers to continue improving their performance. This study is expected to significantly contribute to the literature on educational management by highlighting the importance of the role of the principal in improving the quality of learning through effective management.

Definitions of Sustainable Leadership in Education: A Systematic Review and Analysis

Sustainable leadership has become a significant focus in educational leadership. Still, concerns persist regarding the clarity of its definitions and their impact addressing critical educational needs. This study employs a systematic review to address these definitional challenges. Seven themes emerge, categorized into three meta-themes: effectiveness and impact, sustainability systems thinking, and collaborative responsibility and future orientation. These findings reveal the diversity of sustainable leadership themes and challenge the assumption that achieving a universal definition is the key to collaborative progress. This methodologically rigorous study enhances our understanding of sustainable leadership in education, offering valuable insights for further research.

Do schools have hindrance of quality to promote innovativeness? Examining the role of empowering leadership and stakeholder involvement

PurposeSchools provide high priorities to offer innovative curricular and cocurricular programs, and leaders make necessary efforts to promote enablers and overcome disablers for sustaining their innovativeness. With the background of quality management and stakeholder theories, the present study examines the interplay of hindrances to quality between empowering leadership, stakeholder involvement and organizational innovativeness.Design/methodology/approachResponses of 157 American school principals collected through the Teaching and Learning International Survey 2018 by the Organization for Economic Cooperation and Development were used and analyzed to test the proposed hypotheses.FindingsResults show that empowering leadership behaviors of school principals support promoting organizational innovativeness, and involvement of stakeholders with the school activities also promotes organizational innovativeness. Interestingly, when American schools faced a high level of hindrance to providing quality education to their students, principals’ high level of empowering leadership behaviors promoted organizational innovativeness.Originality/valueThis is the first time in the literature that the interplay between empowering leadership, stakeholder involvement and hindrance of quality education has been examined to promote organizational innovativeness.

The positive impact of daily well-being practices on individual veterinary professionals' professional quality of life self-assessment scores within an emergency and specialty hospital.

Our study set out to identify the benefits for veterinary workers of structured daily well-being practices on compassion satisfaction, burnout, and secondary traumatic stress. Suggested origins of high rates of psychological stress and burnout are significant occupational concerns for veterinary workers. Many professional helpers experience an extreme state of tension and preoccupation from exposure to the suffering of those being helped. Veterinary workers are further impacted by negative associations and moral distress experienced due to limitations in the provision of quality medical care for veterinary patients. These negative experiences exist despite veterinary professionals' work being worthwhile and highly valued. A randomized controlled study was performed over 6 months. Volunteer participants were members of a team of veterinary workers at a 24-h emergency and specialty hospital. Study participants were asked to incorporate daily well-being practice(s) into existing routines whereas control participants were not. Measures of well-being and the negative impacts of serving as veterinary helpers were assessed by having participants complete the Professional Quality of Life (ProQOL) self-assessment at baseline and at 1, 3 and 6 months. Composite scores for compassion satisfaction, burnout and secondary traumatic stress were calculated. Baseline ProQOL scores were similar between study participants and controls. Baseline compassion satisfaction (CS), burnout scores (BS), and secondary traumatic stress (STS) scores for those instituting well-being practices were 37.6 (+/- 3.6), 26 (+/- 5.3), and 26.6 (+/- 5.2). Study participants had higher compassion satisfaction scores at 6 months with mean CS scores (n = 15) of 40.1 (+/- 6.8) and adjusted scores that were on average 3.0 (95% CI 0-6.1) higher than the control group (p = 0.048). Significant differences in BS or STS scores were not seen. Improvements were seen in CS but not BO/STS for those caregivers who implemented well-being practices into their daily routines. Factors that likely contributed to successful implementation of well-being practices include educational resources, supportive leadership, accessibility, and consistent acknowledgement and positive rewards. Proposed supportive elements and resources for maintenance of well-being practices within a team of veterinary workers include provision of a psychologically safe community and team support (including formal or informal "buddy systems").

Leadership in Education: Strengthening Human Resources and Learning Outcomes Following the ‘Program Sekolah Penggerak’ Intervention

“Program Sekolah Penggerak” is a strategic initiative and a challenge for principals in implementing the program, including limited human resources, demands for improving the quality of learning, and adaptation to educational transformation policies. This study aims to analyze principals' strategies after participating in the School Mover program, focusing on improving human resource performance and school learning quality. This study uses a qualitative case study approach. The research informants were three principals participating in the “Program Sekolah Penggerak”. Data analysis was done by summarizing transcripts, presenting information, drawing conclusions and verifying. The results of the study indicate that in improving human resource performance, principals involve teachers and staff in formulating schools (vision, mission, goals), implementing a participatory leadership approach, routinely identifying human resource development needs, building a collaborative culture, and giving awards for the achievements and contributions of teachers and staff. Improving the quality of learning is done by increasing academic standards, improving monitoring and evaluation activities, and optimizing differentiated learning. The leadership model of the principal after the School Mover program facilitation, which was originally instructional, tends towards a transformational leadership model.

Teacher Induction Policy Development and Implementation: A Case of Ontario’s New Teacher Induction Program (NTIP)

Attrition and turnover among early career teachers (ECTs) have garnered the attention of policymakers and educational leaders across Canada. However, due to provincial/territorial responsibility for education in Canada, teacher induction efforts to keep novice teachers in the profession depend on school system structures and policies specific to given jurisdictions. This article describes an in-depth policy analysis of the development and implementation of Ontario’s New Teacher Induction Program (NTIP). Using a policy document analysis methodology, the review of the induction policy mandates, program evaluations, and empirical studies highlights the NTIP’s organization and scope, the stakeholders’ roles, duties, and responsibilities, the programmatic impacts, and the challenges associated with its implementation. The article concludes with implications for policy development and implementation as well as for the practice of supporting ECTs.

Factors influencing educators’ implementation of quality teaching practices in Australian engineering education

ABSTRACT Improving teaching quality within engineering education is a long-standing challenge, made more difficult by the complex economic, political, and social environment in which educators operate. Understanding the enablers and barriers to implementing quality educational practices from a holistic perspective is thus critical for developing evidence-based actions for improving practice. This study addresses the research question: ‘what key factors influence engineering educators’ implementation of quality educational practices, and how?’. Using Bourdieu’s Theory of Practice as the theoretical lens, interviews were conducted with 21 engineering educators from 11 distinct Australian universities. Conceptualising the field as the engineering departments of Australian universities, data were thematically analysed to identify key themes relating to capital (what is valued within the field) and habitus (characteristics influencing individuals’ perceptions). Five factors emerged relating to capital: knowledge of engineering subject matter, knowledge of quality educational practices, recognition of teaching quality, resource allocation for teaching, and collegial network. These interacted with four factors relating to educators’ habitus: role context, personal motivation towards teaching, subject and student characteristics, and institutional context. Recommendations for educational leaders include increasing the value of educational and industry acquired engineering knowledge, developing enhanced impact evaluation approaches aligned to recognition processes, and supporting engagement between educators.

Development of human capital in Kazakhstan’s higher education institutions: financial investments, faculty qualifications, and research output (2018–2022)

This study examines the development of human capital in higher education institutions (HEIs) in Kazakhstan from 2018 to 2022, focusing on financial investments, infrastructure support, faculty qualifications, research output, and student outcomes. Utilizing comprehensive data from official sources, the analysis reveals significant growth in financial commitment to higher education, with substantial increases in expenditures, revenues, and investments in educational infrastructure. The data indicate a diverse and increasingly qualified faculty, though gender imbalances persist at senior academic levels. Research output, as measured by publications indexed in Scopus, has shown consistent growth, reflecting enhanced research productivity. Student performance metrics, including graduation rates and employment outcomes, highlight the effective preparation of graduates for the job market, with rising average salaries and employment rates. Innovation activities within HEIs, such as patent applications and trademark registrations, demonstrate a dynamic but variable landscape. The study identifies key areas for improvement, including the need for sustained investment, policies promoting gender equality in academia, and support for innovation activities. The findings underscore the importance of aligning educational programs with market needs to further improve graduate employability. This study provides valuable insights for policymakers and educational leaders to enhance the quality and competitiveness of higher education in Kazakhstan, contributing to the country’s socio-economic development.

The Value of Work Flexibility: Staff Perceptions in Higher Education

ABSTRACT Increases in the technological availability of the digital workplace and shifting expectations after the COVID-19 quarantines in 2020–2021 have caused a significant increase in institutional capacity, and employee expectation of flexible work options in higher education. An analysis of institutional practices and experiences of higher education employees is needed to build a scant body of research on the topic and guide higher education leadership as they engage in policy development. By better understanding what workers in higher education value, leadership can more accurately assess and improve crucial organizational practices and policy through work flexibility such as recruitment, retention, and employee satisfaction. In this study, interviews with academic advisors representing 16 different Association of American Universities (AAU) institutions were conducted to better understand how employees define work flexibility, its meaning to them as employees, and how it impacts them as individuals. Our study revealed four primary themes centered on how higher education employees want the ability to customize their role, be treated with compassion, feel trusted in the workplace, and have clarity around work flexibility expectations.

Hear, act, connect, support: Youth recommendations for educators who administer school climate surveys

AbstractSchool climate surveys are commonly used to solicit youth perspectives about their experiences in schools. However, to move climate surveys from solicitation towards a more youth‐centered, partnered practice for school improvement, guidance is needed from the youth themselves about how and in what ways they hope adults respond to their survey responses. In the present study, we analyzed data from four focus groups conducted with middle school and high school students. Findings reveal that, following the administration of climate surveys, youth want adults to: recognize their voices, take action based on their responses, cultivate opportunities for connection, and increase mental health supports. These student‐generated insights can help inform how adults in schools—from educational leaders to licensed mental health professionals—use student data to inform decision‐making.

Professional Standards and Educational Leadership: Higher Secondary Teachers’ Behavioral Intention Towards Adopting New Teaching Technologies

Integrating new teaching technologies in education has transformed the traditional classroom environment, offering innovative methods for teaching and learning. With the rapid advancement in digital tools and platforms, educational institutions are increasingly adopting these technologies to enhance instructional practices, engage students, and improve learning outcomes. Therefore, this research aimed to investigate the higher secondary teachers’ behavioral intention towards adopting new teaching technologies in the context of professional standards and educational leadership. The study adopted a descriptive research design and utilized a quantitative research approach. A standardized questionnaire and a web-based purposive sampling method were used to collect 350 data from higher secondary teachers in Bangladesh. The data was assessed, and the hypotheses were analyzed using a process called partial least squares structural equation modeling (PLS-SEM). The PLS-SEM analysis identified a notable link among perceived ease of use, enjoyment, usefulness, and behavioral intention in the context of professional standards and educational leadership. This study is highly significant for educational institutions and policymakers that aim to enhance teacher job satisfaction and teachers’ quality. Educational technology should feature an interface that is easy to use, engage the user’s interest, and fulfill its intended function efficiently. Furthermore, it is imperative to tailor training programs to aid teachers’ assimilation of the technology. School administrators must enact professional development efforts, encourage the effective use of technology, establish support networks, and provide adaptable solutions to meet the unique needs of instructors. These variables can potentially increase the rate of acceptance and satisfaction with technology in educational institutions.

Military college alumni application of leadership competencies in the workplace

PurposeThe purpose of this study was to explore the leadership competencies that are effectively transferring into the workplaces of recent military college alumni from both their curricular and co-curricular experiences.Design/methodology/approachThrough semi-structured interviews, this study explored 15 military college alumni’s perspectives on the leadership competencies they developed in college and currently apply in the workplace.FindingsThe findings indicated the 15 military college alumni participants developed and applied the following student leadership competencies at work: productive relationships, helping others, supervision, empathy, ethics, functioning independently, resiliency, positive attitude and scope of competence.Originality/valueLimited research explores leadership learning at military colleges and service academies in the United States. Yet these collegiate military environments have a missional focus on leadership education and development. This article highlights the importance of the alumni lens in assessing leadership learning in collegiate military environments and provides recommendations to administrators of this institution type.

Review of Public School Equity: Educational Leadership for Justice

Review of Public School Equity: Educational Leadership for Justice

Empowering change: A review of educational leadership dynamics in juvenile detention centers

The purpose of this article is to provide a comprehensive overview of the current state of education in juvenile detention centers (JDCs) while providing valuable insights for educational leaders to enhance education. Understanding the key barriers, including the lack of administrative support and the challenge of limited resource availability, underlines the significant role of educational leaders in overcoming these challenges for better results for the detained teens. Therefore, the primary focus of this article is to highlight the lack of administrative support as a major barrier to providing quality education in JDCs and offer insights for building an effective leadership capacity. Educational administrators in juvenile justice settings face unique problems that call for innovative and functional strategies to avert being ineffective leaders. The article will also bring to the forefront evidence based practices from two case studies representing successful educational programs in juvenile justice settings. This thorough review of the literature examines the critical levers that may enhance education in JDCs. Two fundamental questions guide this literature review: 1) What is the current state of education in juvenile facilities, and what challenges and best practices are evident? 2) How can educational leaders improve the academic and behavioral outcomes of the youth in JDCs?

Transforming Inclusive Digital Pedagogy in Malaysian Tertiary TVET: Adapting to a New Educational Landscape

The COVID-19 pandemic has greatly sped up the use of Artificial Intelligence (AI) and Information and Communication Technology (ICT) in education. The aim is to create a more inclusive and fair system, especially in Technical and Vocational Education and Training (TVET) for individuals with special needs. This approach focuses on personalized learning, high-quality information, and employer involvement, even though it is challenging to replicate traditional classroom experiences. Using the fuzzy Delphi technique, the methodology adapts inclusive digital teaching to changing needs, stressing infrastructure, accessibility, personalized learning, digital skills development, and teacher capabilities. Malaysia is working to become a global leader in education by using ICT to support student-centered learning and develop digital skills, in line with the National Digital Policy. The results show a strong potential for building a thorough digital education system. This integration has important effects on improving educational infrastructure, accessibility, and teacher skills, helping Malaysia establish itself as a leader in the global education scene.

ГОТОВНІСТЬ МАЙБУТНІХ КЕРІВНИКІВ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ ДО ЗАСТОСУВАННЯ ІННОВАЦІЙНИХ УПРАВЛІНСЬКИХ ТЕХНОЛОГІЙ

The relevance of this article is determined by the necessity to ensure the competitiveness of educational institutions in the educational services market. Modern challenges require educational institutions to continuously improve their activities. Successful development of an educational institution is possible only through the integration of innovations that stimulate the achievement of its goals and contribute to improving the quality of education for students. This aligns with the interests of Ukrainian society, which, like any other developed society, is interested in a high level of educational services. With the growth of the educational services market and increasing competition, it is important for leaders of educational institutions to focus on searching for and implementing innovative management technologies to secure significant competitive advantages. Thus, the current market conditions and the need for competitive struggle highlight the importance of innovations for leaders, with innovative management technologies becoming key to achieving the goals of the educational institution and enhancing the quality of education. Objective: To analyze the readiness of future leaders of educational institutions to implement and apply innovative management technologies to enhance the competitiveness of their organizations in the educational services market. Methods: Study of scientific sources, legislative and normative-legal documents, surveys and interviews, case studies, SWOT analysis, expert assessments, and modeling. Results: During the study, the readiness of future educational institution leaders to implement innovative management technologies was evaluated; key barriers and challenges faced by future leaders, including limited resources, fear of change, and an insufficient level of knowledge about innovative technologies, were identified. At the same time, positive aspects were also discovered, namely a high level of motivation for learning and improvement, and readiness to introduce innovations to enhance the quality of education and adapt to modern labor market requirements. A comprehensive set of measures to increase the readiness of future leaders for innovation was developed and substantiated. This includes professional development programs, mentorship, and the creation of innovative educational spaces for experimentation and practical application of new approaches. The role of strategic planning in the successful implementation of innovative management technologies was also determined, which involves clear formulation of the mission, vision of the educational institution, as well as the development of specific goals and tasks to achieve defined results. Conclusions: This article examined the readiness of future educational institution leaders to apply innovative management technologies, which is crucial for enhancing competitiveness and the quality of educational services provided. The main barriers and challenges leaders may face when implementing innovations were identified, and methods to overcome these challenges were proposed. Special attention was given to the importance of a systematic approach and strategic planning in the process of adapting and implementing new practices in management. Developed and substantiated recommendations for focusing on innovative management practices include: enhancing the qualifications of future leaders, developing openness to change, and stimulating creativity and innovative thinking. It was determined that the successful implementation of innovative management technologies depends on a comprehensive approach that takes into account the specifics of the educational institution, the readiness of the staff for changes, and the presence of the necessary material and technical base. The findings of the study make it clear that innovative management technologies play a decisive role in forming an effective management model in modern educational institutions. Their implementation not only improves the quality of educational services but also ensures the sustainable development of educational organizations, meeting the challenges of the contemporary dynamic educational environment.

Professional Skills for School Administrators in the 21st Century

Background and Aims: Professional skills are essential for school administrators in the twenty-first century because they enable effective leadership, strategic decision-making, and the management of complex educational environments. Mastering these skills enables administrators to navigate challenges, implement innovative solutions, and foster an inclusive, supportive environment for students and staff. This paper aims to explore the Professional Skills for School Administrators in the 21st Century. Methodology: This methodology entails conducting a thorough review of existing literature and case studies to identify and assess the essential skills required for effective school administration. The review combines findings from a variety of sources to provide a comprehensive understanding of current demands and best practices in educational leadership. Results: The findings revealed that the multifaceted professional skills required of 21st-century school administrators are critical for effective leadership and management. Administrators can create equitable and supportive educational environments by focusing on ongoing development and best practices in these areas. These efforts are critical to navigating the complexities of modern education and ensuring long-term success for both students and schools. Conclusion: The findings emphasize the importance of school administrators mastering a diverse set of professional skills to effectively lead and manage educational institutions. Emphasizing continuous growth and best practices in these areas is critical to creating equitable environments and achieving long-term success in education.

Achieving Sustainable Digital Transformation in TVET Institutionsthrough Enterprise Architecture

The approachof Enterprise Architecture (EA) inTechnical and Vocational Education and Training (TVET) institutions holds significant potential for the institution's digital transformation. This study explores key factors to sustain digital transformation in TVET Institutionsusing a Systematic Literature Review (SLR) and semi-structuredinterviews. The SLR provides a comprehensive overview of existing literature on EA in educational contexts, focusing on its role in aligning institutional goals with industry requirements. Common themes and research gaps identified through this review setthe stage for empirical investigation. Interviews with IT administrators, academia, and expertsoffer practical insights into the challenges and opportunities associated with EA implementation in TVET institutions, validating findings from the literature and uncovering unique contextual factors relevant to TVET institutions in Malaysia. The thematic analysis highlights several key factors, namely,management support and their involvement, a clear business vision and goal strategy, and the adoption of emerging technologiessuch as Artificial Intelligence and the Internet of Things towardssustainable digital transformationin TVET institutions. The findings indicate that a well-implemented EA framework can significantly drivethe digital transformationof TVET institutions, leading to better-prepared graduates and a more adaptable workforce. This study provides a detailed analysis of the key factorsto sustain digital transformation in TVET Institutionsand offers practical recommendations for policymakers and educational leaders. The insights gained can guide future initiatives aimed at the digital transformationof TVET institutions, contributing to a more competitive and responsive educational sector in Malaysia.