Leadership Roles In Education Research Articles

Women academic leaders in Saudi universities: Educational and psychological vision

There is limited understanding of women's leadership roles in Saudi Arabian university education, leading to a gap in scholarly literature despite significant advancements made by Saudi women in this field. However, they encounter several obstacles when striving for leadership roles at universities. This study seeks to examine the state of women's academic leadership within Saudi universities from an educational and psychological perspective, pinpointing the key challenges they face in obtaining such positions. The findings reveal that women leaders face various challenges, with organizational obstacles being the most significant, receiving a high average score of 4. Additionally, cultural and social barriers scored an average of 3.51, also rated highly, followed by psychological barriers with an average score of 3.26, which received a medium rating. Participants suggested comprehensive reforms to mitigate these challenges, notably implementing Saudi Vision 2030 principles and initiatives, which advocate for women faculty members to take on leadership roles at universities. These insights could not only benefit Saudi Arabia but also the wider Arab Gulf region, the Middle East, and other areas with similar conditions.

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?

Development and Psychometric Evaluation of the Educational Leadership Scale for Faculty Members: Insights From the Network Analysis Perspective

ABSTRACTThis study aimed to develop and evaluate the psychometric properties of the Educational Leadership Scale for Faculty Members (ELSF) in Arabic. The scale was rigorously tested using both traditional methods—exploratory factor analysis (EFA) and confirmatory factor analysis (CFA)—as well as advanced network techniques, including exploratory graph analysis (EGA) and centrality measures. The study sample consisted of 350 faculty members (56% male, 44% female) from various universities, with a mean age of 42.3 years (SD = 7.8). Participants represented a range of academic disciplines, and all were involved in educational leadership roles within their respective institutions. EFA revealed a five‐factor structure that explained 68.4% of the total variance. CFA further confirmed the model's adequacy, with fit indices showing a good model fit (CFI = 0.95, TLI = 0.94, RMSEA = 0.06). The ELSF, comprising 22 items across these five dimensions, demonstrated strong internal consistency, with a Cronbach's alpha coefficient of 0.89. Additionally, EGA supported the factor structure identified by traditional methods, reinforcing the stability and consistency of the scale. Centrality measures highlighted Item 18 as the most influential, with betweenness, closeness and strength centrality scores of 0.45, 0.78 and 0.62, respectively, within the ‘Research‐Ethical Leadership’ subscale. These findings affirm the ELSF's credibility as a robust tool for assessing educational leadership among faculty members. The scale's strong psychometric properties suggest it is well‐suited for application in diverse academic settings, including potential use across Arabic‐speaking countries such as Saudi Arabia, Qatar, the United Arab Emirates, Egypt, Oman and Kuwait.

Development of emotion regulation skills among new teachers in special education: the key role of educational leaders and colleagues

ABSTRACT Purpose. To trace the process of developing emotion regulation skills among female teachers in special education in their early career. The study posed two questions: (1) What are the patterns of developing emotion regulation skills in early career in teaching? (2) What are the factors that stimulate and influence the process of developing emotion regulation? Method. Twelve teachers in the early career stage working in special education participated in semi-structured interviews. Findings. The teachers reported moving from emotion suppression in the first two years in teaching to a display of both positive and negative emotions. Among the factors affecting, this process is the new teachers’ colleagues and the school principals. Value. Studying the development of emotion regulation skills in teaching increases our understanding of early career in teaching, on one hand, and of the place of emotion regulation in the professional development of new teachers, on the other.

Education Research: The Current Landscape of Clinician Educator Tracks in Adult Neurology Residency Programs: A National Survey of Program Directors.

As the concept of a clinician-educator (CE) evolves and the multiple competencies of the role become better defined, there seems to be a growing need for targeted training for clinicians pursuing a career in medical education. This study aims to describe the current state of CE tracks in adult neurology residency programs and to identify the barriers to implementation, potential solutions, and program goals and outcomes. We characterized CE tracks using 2 methods. First, we reviewed the websites of all US adult neurology residency programs to determine the availability of a CE track and its characteristics. Second, we administered a 20-item survey to program directors (PDs) of all US neurology residency programs, with questions focused on track availability, characteristics, perceived benefits of CE tracks on resident career development, barriers to implementation, and ideas for national initiatives that may facilitate track development or improvement. Fifty-eight of 177 (33%) PDs responded to the survey. Combining the results of the website reviews and surveys, we found that 34 of 179 (19%) programs have CE tracks. Seventy percent of PDs felt that CE tracks are very impactful or impactful for participating residents' careers, a perception more common among PDs of programs with tracks. The greatest perceived benefit was in preparing residents for educational leadership roles. The greatest barriers to implementation were a lack of teaching faculty, a lack of resources, and limited resident time. The highest ranked idea for a national initiative that can facilitate track development was live and recorded lectures on medical education topics. Although most PDs surveyed agreed that CE tracks are impactful for preparing residents as teachers and education leaders, such tracks are available in only 19% of adult neurology residency programs. PDs report that the benefits of CE tracks extend beyond the participants, with implications for the health of the residency program and the neurology department. While some programs have significant barriers to implementation, national initiatives may help reduce the resource burden on individual programs. Future areas of study include assessing the development and outcomes of national initiatives and analyzing the outcomes associated with CE tracks.

Reflections of the Empathy Concept on the School Environment

By nature, people tend to communicate with other individuals around them. When communication is healthy, the incompatibilities in the organizations are minimized. One of the most important factors that ensure healthy communication is the ability to empathize. Empathy can be explained as the ability to put oneself in the place of the other person in general. This qualitative research, which aims to examine the reflections of the concept of empathy on the school environment in terms of students, teachers, school administrators and parents according to the opinions of teachers, is structured in a phenomenological design. The study group consists of 30 teachers working in different branches. The researchers created a semi-structured interview form with open-ended questions. The data is structured under categories and themes. The findings of the study are presented under 10 themes. The participants expressed the concept of empathy as empathy and developing a perspective to understand the other person, while the high empathy skills of the school stakeholders positively affected the success of the social environment of the school and human relations. Studies to be carried out to improve the empathy skills of teachers, school administrators, students and parents, in-service training activities, student, and parent activities were among the prominent results. It may be recommended that lessons and practices aimed at developing the empathy skills of teacher candidates be included in teacher training programs, and that inspectors and administrators, who are expected to play a leadership role in education, develop empathy behaviour and guide teachers, students, and parents.

Navigating Change: Exploring the Dynamic Role of Educational Leadership in Advancing Chinese Schools

The quality of a school hinges not only on its curriculum and resources but also on the leadership that guides it. Leadership in education stands for vision-setting, collaboration development, and more, with the primary purpose of increasing the overall effectiveness of a school district. Efficient managers can develop suitable teacher employment, encourage students, and ensure ideal conditions among learners. Currently, the education system in China is undergoing considerable alteration (Lee, 2019). The government focuses on innovation, critical thinking, and character development training. Nevertheless, converting these goals into measurable and achieved implementation is a hurdle to overcome. The essay deliberates on a crucial connection between leadership in education and improving educational institutions in China.The idea of "success", with all its diversity, is also an intricate one, changeable in sight and definition, depending on who the stakeholders are and their priorities. This study will go beyond the leadership styles of the "effectiveness" dimension and recognize different contexts and obstructions being faced in schools in China.

Longitudinal Outcomes of a Resident Academic Administrator, Clinician Educator Track.

As clinician educator tracks continue to gain popularity in graduate medical education, this report aims to fill a gap in the literature by providing a 14-year update on professional outcomes of participants in a psychiatry residency academic administrator, clinician educator (AACE) track and to compare these outcomes to non-track participants. An anonymous web-based survey querying professional achievements was distributed to all graduates of a psychiatry residency training program from 2009 to 2022. Outcomes of AACE track participants and non-track participants were compared. Of 228 alumni contacted, 61% responded (n = 140). Eighty-seven percent of track participants responded (n = 74) while 41% of non-track participants responded (n = 45). Of track participants, 63% practice in academic settings with 57% having held administrative leadership roles, 49% educational leadership roles, and 39% national or regional leadership roles. Track graduates were academically engaged with 70% reporting at least one publication, 89% at least one presentation, and 93% attending at least one national meeting. In comparison, 31% of non-track participants practice in academic settings with 44% having held administrative, 29% educational, and 20% national or regional leadership roles. Thirty-nine percent have at least one publication, 75% at least one presentation, and 90% attended at least one national meeting. When compared to non-track participants, track participants were significantly more likely to have an academic affiliation and a higher number of publications and were more likely to hold national or regional leadership roles. Track participants demonstrate longitudinal career success as clinician educators and academic administrators more so than non-track participants.

Implementation of Transformational Leadership in Improving Teacher

Education plays an important role in nation building, through quality education the next generation can be prepared to face future challenges. Teacher performance is a key factor in realizing quality education. Teachers act as conveyors of knowledge, mentors, motivators, and role models for students. Therefore, improving teacher performance is a top priority in education management. Leadership in the school environment plays an important role in improving teacher performance, especially through transformational leadership. Transformational leadership, introduced by James MacGregor Burns and developed by Bernard M. Bass, inspires and motivates subordinates to achieve more than they thought they could. This leadership style focuses on achieving organizational goals and individual development. The implementation of transformational leadership in schools can bring significant changes in the learning and teaching environment. Transformational leaders are able to generate morale, increase commitment and foster innovation among teachers by providing a clear vision, consistent support and continuous inspiration. This research aims to explore how transformational leadership can be implemented in an educational context and its effect on improving teacher performance. Through case studies and in-depth analysis, this research provides a comprehensive understanding of the role of transformational leadership in education.

Leadership in higher educational institutions post 2020: Probing effect of pandemic and ICT

AbstractLeadership engrosses multiple actors and unique contexts that unfold along different timescales. The purpose of this study is to review the literature on authentic leadership, principal leadership, and distributed leadership and examine the current trends due to the pandemic and the growth of information and communication technology in higher educational institutions (HEI). This qualitative study adopted a literature review and in‐depth interviews of 10 educational faculty, 10 students, and 9 non‐HEI organisational leaders in India, predominantly based on a semi‐structured script. Our study used the approaches of purposive sampling and inductive analysis. Employing social cognitive theory, our study reports on participants' perceptions of existing leaders and discusses organisational behavioural attributes that need focus for leadership development. The hybrid multi‐layered model of leadership styles is suggested as a practical approach in India. This study contributes to the educational leadership development literature by highlighting the expectations of students and non‐HEI organisational leaders on the fundamental role of educational leaders and behavioural necessities.

PHYSICS TEACHER COMPETENCIES TO DEVELOP EDUCATIONAL LEADERSHIP ROLES

The challenges of education in the Merdeka Curriculum era direct teachers to be able to develop good educational leadership, so teachers need to have four main competencies, namely pedagogical, personality, social, and professional competencies. The purpose of this study is to explore the importance of Physics teacher competencies in developing educational leadership roles. The study was conducted at SMA N 4 Surakarta using qualitative research methods including, observation, interview, and literature study. Observations and interviews were used to obtain primary data, while a literature study was used to obtain secondary data. The results of this study indicate that Physics teacher competence plays an important role in directing the learning process, motivating students, and strengthening student learning culture as a form of teacher leadership in the classroom. The implication of this study is the need to develop Physics teachers' leadership competencies through adequate training and support so that Physics teachers can play a more effective role in facing the challenges presented by the Merdeka Curriculum and strengthen the overall educational structure. Therefore, this study emphasizes the urgency of developing Physics teachers' leadership competencies as a strategic step in strengthening education in the Merdeka Curriculum era.

Educational Management in the Digital Age: Integrating Technology for Student Success

In the contemporary educational landscape, the integration of technology has become imperative for fostering student success. This article explores the dynamics of educational management in the digital age, emphasizing the pivotal role of technology in shaping and enhancing learning environments. The study adopts a literature review methodology to systematically analyze existing research, theoretical frameworks, and practical implementations related to educational technology and management. The literature review (from 2015-2024) covers key themes such as the impact of digital tools on pedagogy, the role of educational leaders in fostering technological integration, and the challenges and opportunities associated with managing a technology-enhanced educational ecosystem. By synthesizing current literature, the article provides insights into effective strategies for educational leaders to navigate the complexities of digital integration, fostering an environment conducive to student success. The findings underscore the need for a comprehensive approach to educational management that embraces technology as a catalyst for innovation and learning. This article contributes to the discourse on educational technology and management, offering valuable perspectives for educators, administrators, and policymakers seeking to harness the full potential of technology in the pursuit of academic excellence.

‘It was building a plane as we were flying it!’ Adapting teaching through a crisis: lessons from educational leadership staff in Higher Education

ABSTRACT The coronavirus pandemic resulted in universities rapidly changing how courses are delivered. Many traditionally on-campus courses have been adapted to be taught online, or in a hybrid manner with a mix of online and on-campus classes. This rapid shift in pedagogy and delivery mode has disrupted long-standing patterns of teaching and learning in higher education and has also presented a unique challenge for university staff with leadership roles. This project uses a UK university as a case study to understand how staff with educational leadership roles have handled the challenge of supporting their staff to adapt their teaching, making key decisions about how to implement aspects of hybrid teaching, and how lessons from their experiences of the pandemic period can guide future decision-making and support from senior management.

Confronting a leadership vacuum: the principal’s leadership role in peace education in South African schools

PurposeThis research aimed to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa.Design/methodology/approachThis study employed qualitative research approach to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa. Data were gathered from a small sample of six principals from six selected secondary schools which were engaged in the implementation of a peace education programme, and data were analysed using thematic content analyses.FindingsFindings of the study suggest that principals possess a low level of understanding or awareness of their leadership role in the implementation of peace education. The study pointed out the constraints such as time constraints and learners' negative attitudes and social influences hinder the effective implementation of peace education in selected secondary schools.Research limitations/implicationsFirst, the data were self-reported and therefore subject to social desirability bias; participants may have provided socially desirable responses rather than their true belief or experiences. Thus, participants may have overstated their role in and commitment to the peace education programme.Originality/valueStudies that aim to explore alternative approaches to combat violence, such as peace education, are still limited in South Africa. Hence, this paper served to close that gap by contributing to the growing body of research on the leadership role of the principal in the implementation of peace education in the school and exploring barriers hampering its effective implementation.

Resident Education Curriculum in Pediatric and Adolescent Gynecology: The Short Curriculum 4.0

Exposure to pediatric and adolescent gynecology (PAG) varies across residency programs in obstetrics and gynecology, family medicine, and pediatrics, as well as both adolescent medicine and PAG fellowship programs. Nevertheless, these programs are responsible for training residents and fellows and providing opportunities to fulfill PAG learning objectives. To that end, the North American Society for Pediatric and Adolescent Gynecology has taken a leadership role in PAG trainee education by creating and maintaining this Short Curriculum. The curriculum outlines specific learning objectives central to PAG education and lists high-yield, concise resources for learners. This updated curriculum replaces the previous 2021 publication with a new focus toward accessible online content and updated resources.

Academic middle leadership: An exploration of Arab women's professional identities in higher education

This study explored the professional identities of four Arab women holding academic middle leadership roles in higher education within the Arab States Region. Employing a narrative inquiry approach and guided by the Dynamic Systems Model of Role Identity, the research investigates how these women leaders perceived their career trajectories and navigated their role identities. The study sheds light on the multifaceted nature of their identity negotiations, influenced by a complex interplay of circumstances, social processes, critical incidents, key individuals, and opportunities. Notably, the study brings attention to the pervasive challenges faced by these women, not only externally but also from internalized biases ingrained within the system, perpetuated even by fellow women. The intricacies of these identity negotiations are further contextualized within micro-political processes and the inherent asymmetrical distribution of power in organizational hierarchies, marked by androcentric dominance, and lack of trust. Despite these challenges, the narratives suggest that women in these roles actively embrace collaborative and inclusive leadership styles, potentially enhancing their effectiveness in navigating the complexities of higher education leadership.

“Locals v. Cosmopolitans”: the roles of visiting faculty on your campus

“One‐third of higher education's professoriate will retire within the next 10 to 15 years, and within 25 years the entire faculty of 700,000 will replace itself,” according to Gabelnick et al. (1990). Today, some three generations of faculty serve in higher education leadership roles. “Millennial faculty,” as noted by Strawser (2019), “may require in many ways a new way of thinking.”

“Locals v. Cosmopolitans”: the roles of visiting faculty on your campus

“One‐third of higher education's professoriate will retire within the next 10 to 15 years, and within 25 years the entire faculty of 700,000 will replace itself,” according to Gabelnick et al. (1990). Today, some three generations of faculty serve in higher education leadership roles. “Millennial faculty,” as noted by Strawser (2019), “may require in many ways a new way of thinking.”

Exhibiting Care While Re/Constructing Teacher Education: A Self-Study of Teacher Education Leadership

ABSTRACT Leadership development in higher education remains lacking, with most leadership development the result of learning on-the-job. Understanding and navigating the leadership challenges of increasingly complex higher education environments is even more demanding in colleges of education facing unprecedented pressures from outside and inside the institution. Given that little training exists for teacher education leaders, they often find themselves experiencing tensions related to how to facilitate teacher education reform as they learn on-the-job. In this self-study, we developed a reciprocal mentoring relationship that helped us unpack tensions related to our experiences as teacher education leaders. Two tensions were explored in this study, the tensions of action and intent and valuing and reconstructing experience. Investigating these two tensions resulted in two findings related to our transition into leadership. First, we found that leadership required exhibiting care and an ability to navigate the divides and challenges that can inhibit teacher education reform. Second, leaders learn and develop leadership practices over time, such as providing clear communication and understanding faculty roles in change and transformation. Learning to embrace successes while learning from challenges affords teacher education leaders opportunities to re/construct pictures of the self as leader through shifting interpretations of leadership, experiencing challenges in promoting change, and building new/existing programs to improve teacher education. These findings hold implications for teacher education leadership as they help make visible the challenges of teacher education leadership roles and the importance of faculty-leadership collaboration in teacher education program reform.

The Role of Educational Leaders in Ensuring Academic Integrity with Online Assessments

The Role of Educational Leaders in Ensuring Academic Integrity with Online Assessments