Effective Educational Leadership Research Articles

Teacher Performance in the 21st Century: Examining the Roles of Leadership, Self-Efficacy, Compensation, and Job Satisfaction

The main purpose of this study is to examine the effect of leadership on teacher performance via self-efficacy and job satisfaction, a mediating variable, as well as compensation. Based upon an Indonesia study, the research engages a meta-analysis of these relationships for illuminating insights on optimizing teacher performance in educational environments. We collected data from a sample of 680 teachers 87% response rate and analyzed them using SmartPLS, the evaluation comparable to complex social science models. The results suggest that both self-efficacy and compensation affect teacher performance directly, respectively, through job satisfaction; principal leadership only has a significant direct effect on the dependent variable without being mediated by job satisfaction. These results may have implications for how intrinsic and extrinsic factors, motivation, rewards, and leadership styles influence faculty outcomes. The practical implications include a call for targeted teacher professional development and compensation policies that are more equitable and effective educational leadership practices to improve teaching performances, which will in turn favorably impact the quality of education generally.

The Prevalent Skills and Competencies of Emotional Intelligence for Effective Educational Leadership: A Systematic Review of Literature

The Prevalent Skills and Competencies of Emotional Intelligence for Effective Educational Leadership: A Systematic Review of Literature

Unlocking Potential Overcoming Educational Challenges through Leadership in Qatar: A Thematic Analysis-Based Approach

Background: Qatar's ambitious vision of becoming a knowledge economy necessitates a robust education system. However, persistent challenges such as students’ socioeconomic disparities, gender inequality, and language barriers impede educational progress. Addressing these barriers requires effective leadership strategies within the educational administration. Aim: This qualitative study aims to investigate the educational barriers and challenges in Qatar’s schools and propose leadership solutions to overcome them. By exploring the perspectives of teachers, it seeks to identify key challenges and inform leadership approaches that enhance the accessibility and quality of education in schools. Method: An inductive thematic analysis approach was employed, involving semi-structured interviews with experienced school teachers (N=10) to achieve the main aim of the study. Data collection and analysis were conducted systematically using qualitative data analysis software to identify emergent themes and provide insights into the challenges of educational administration and potential solutions. Findings and Results: The analysis revealed significant challenges in Qatar's education system, particularly schools, including the impact of students’ socioeconomic status, gender inequality, language barriers, and inadequate support for special needs. However, the potential for leadership initiatives to address these challenges and improve educational outcomes was evident. Conclusion: Effective educational leadership in Qatari schools is crucial for overcoming barriers and fostering a conducive learning environment for all students. By implementing targeted interventions, promoting inclusive practices, and collaborating with stakeholders, educational administrators, i.e. school leadership, can drive positive change and unlock the nation's educational potential.

Components and Indicators of Educational Leadership

Background and Aims: Educational leadership is critical for shaping the direction and effectiveness of schools, ensuring that educational practices are consistent with goals and standards. It improves teaching and learning, promotes a positive school culture, and helps students succeed by guiding and motivating all stakeholders. This paper aims to explore the Components and Indicators of Educational Leadership. Methodology: The methodology entails a systematic review of existing literature to identify and categorize key components and indicators of effective educational leadership. This method provides a thorough understanding of how these factors interact to influence leadership effectiveness and educational outcomes. Result: the finding found that (1) The components of educational leadership—vision and mission development, instructional leadership, organizational management, professional development, community engagement, assessment and evaluation, and ethical leadership—all contribute to effective school management and student success. Each component is critical in providing guidance, improving teaching practices, managing resources, fostering growth, gaining community support, driving improvements, and maintaining ethical standards. Together, they foster a supportive and dynamic learning environment. (2) The indicators of effective educational leadership—goal achievement, teacher and staff satisfaction, student engagement and success, community involvement, effective communication, innovation and improvement, resource management, and professional growth—form a comprehensive framework for evaluating leadership impact. These indicators show how well leaders meet educational goals, create a positive and productive environment, and drive continuous improvement. By evaluating these areas, educational leaders can assess their effectiveness, make informed decisions, and ensure that their strategies are consistent with the overarching mission of improving educational outcomes and fostering a thriving school community. Conclusion: The findings show that educational leadership components and indicators are critical for promoting effective school management and student success. While the components guide the creation of a supportive and dynamic learning environment, the indicators serve as a framework for assessing leadership effectiveness and driving continuous improvement.

Navigating Educational Leadership: Insights into the Effective Practices in Pakistani Schools

Today, educational leadership is extensively investigated, with an focus on the most common styles. The scale of effective educational leadership behavior depicts a visionary, proactive, knowledgeable, and change-agent leader in an academic setting. The current studyn investigates school teachers' perspectives on the effectiveness of their principal's leadership behavior in the school Education department in Punjab. It also examines the extent of disparity in the perception of participants due to gender and sector. The results indicated that these factors play a significant role in how teachers perceive the effectiveness of the educational behavior of head teachers. The head teachers were found to have effective educational leadership behavior as described by their relevant school teachers.

Effect of Educational Leadership Practices on Education Quality in Secondary Schools in South Sudan

This study examines the effect of educational leadership practices on the education quality of secondary schools in South Sudan. A mixed-methods approach, combining qualitative and quantitative research methods, was employed to gather data from 350 students through questionnaires and interviews. The results of the regression analysis revealed a significant positive relationship between educational leadership practices and education quality. Specifically, strong communication skills, an effective decision-making style, instructional leadership, and a positive school climate and culture on the part of the educational leadership were associated with higher levels of education quality. The study underscores the importance of educational leaders prioritizing the development and enhancement of their leadership practices to support education quality for student success. Recommendations include providing targeted training and professional development opportunities for leaders to improve their leadership skills and creating a supportive and collaborative school environment that values effective educational leadership practices. By investing in educational leadership development and ensuring they have the necessary skills and resources, all stakeholders can help improve education quality for the best academic outcomes for students in South Sudan. The findings of this study contribute valuable insights for educational institutions and policymakers aiming to enhance education quality through effective educational leadership practices.

Impact of Instructional Leadership and Lecturer Performance on Teaching Quality in Jiangxi, China

Understanding the relationship between instructional leadership practices, lecturer performance, and the quality of education provided to students in Jiangxi Province is the focus of this research. The study's overarching objective is to learn more about the connections between instructional leadership strategies and the quality of instruction provided by school administrators at different levels of education, experience, and other demographic variables. Data are collected using a descriptive survey analysis and a well-structured questionnaire distributed to a representative cross-section of instructors. This research is extremely important since it adds to the ongoing conversation about effective educational leadership and pedagogy and may be used as a resource by schools, administrators, legislators, and accrediting organisations. To improve the quality of education kids get, it is necessary to have a firm grasp on the interplay between strong instructional leadership and excellent classroom instruction. The results will likely be used to shape leadership development programmes, encourage a mindset of constant progress, and direct institutional decisions.

Contribution of Principal Leadership and School Climate to the Performance of Junior High School Teachers in Padang City

Effective educational leadership and a positive school climate are crucial determinants of teacher performance. This research aims to elucidate the contribution of principal leadership and school climate to the performance of state middle school teachers in Padang City. The population for this study comprised all state junior high school teachers in Padang City, totaling 1,058 individuals. A sample of 158 teachers was selected using cluster random sampling techniques. Employing a quantitative correlational approach with an ex-post facto research design, this study analyzed the collected data to determine the relationships between the variables. The results indicate that principal leadership contributes 22.3% to teacher performance, while school climate contributes 68%. Together, principal leadership and school climate account for 62.7% of the variance in teacher performance. The overall teacher performance score was 83.46%, categorized as good. Principal leadership scored 84.16%, also in the good category, and school climate scored 84.66%, deemed conducive. These findings underscore the significant impact of leadership and environmental factors within schools on enhancing teacher performance, suggesting that targeted improvements in these areas could substantially elevate educational outcomes.

Data-Driven Gut Feeling? A Conceptual Paper of Situational Awareness for Effective Educational Leadership in a VUCA Environment

Data-Driven Gut Feeling? A Conceptual Paper of Situational Awareness for Effective Educational Leadership in a VUCA Environment

The Nexus Between Transformational Leadership and Greece’s Public Sector Performance: Educational Leadership Extension

The paper aims to extend our understanding of how effective educational leadership impacts a nation’s performance in the context of public sector risk and value. It seeks to broaden the insights gleaned from the author’s empirical research conducted within the scope of their dissertation on this topic, namely “Leadership and organizational change in the financial decision making in Greek public sector in a time of financial and humanitarian crises”. This paper replicates the author’s empirical research, focusing on the educational impact of leadership qualities in Greek secondary education. Accordingly, it examines leadership through surveys from teachers and stakeholders, highlighting attributes such as influence, motivation, intellectual stimulation, personal attention, and job satisfaction. The study investigates the connection between these leadership characteristics and critical economic indicators, thoroughly analysing their interplay. Data spanning 2015-2019 from sources like the World Bank, the Greek Ministry of Economics and Finance, the OECD, and Eurostat underpins this investigation, shedding light on how educational leadership influences economic patterns. By employing a robust econometric technique using the OLS method, the research reveals that enhanced leadership within schools directly benefits educational quality from the perspectives of teachers, professors, and students. Furthermore, the implementation of transformational leadership strategies significantly boosts performance across various quantiles, reflecting the value added to Greece’s public sector education.

Factor analysis and leveling of the analytical and planning skills of pre-service college administrators: A study in undergraduate administration

The study addresses the crucial yet under-researched analytical and planning skills of pre-service college administrators (APsCA) necessary for effective educational leadership. It pioneers by developing a situational judgment test (SJT) to evaluate these skills, given the absence of suitable assessment tools. Focusing on three constructs—cause/goal analysis, constraint analysis, and planning—the research utilizes exploratory factor analysis (EFA) and confirmatory factor analysis (CFA), along with Fornell's discriminant validity test, to establish and confirm the psychometric properties of the SJT. Through regression and correlation analyses, it assesses the impact of demographic and academic variables on APsCA, particularly highlighting the different effects in urban versus rural environments. The EFA and CFA results with factor loadings above 0.30 and the average variance extracted (AVE) over 0.50 confirm the test's validity. Significant findings reveal a strong influence of urban settings in enhancing APsCA, underscored by a statistical significance of p < 0.05. Administrators' capabilities in cause/goal analysis are predominantly high, whereas constraint analysis varies, and planning skills need bolstering. Overall, the APsCA levels are classified as high to very high, suggesting a promising baseline for future educational leaders but also indicating specific areas for targeted skill development.

Face-Negotiation Techniques of LGBT Instructional Leaders: A Qualitative Study

Lesbian, Gay, Bisexual, and Transgender (LGBT) Instructional Leaders are professionals who are also members of the LGBT community. They have the essential skills required for effective educational leadership aimed at improving student learning outcomes. This qualitative descriptive study examines how LGBT instructional leaders interact with their stakeholders hence, this research utilized a semi-structured, researcher-designed interview guide which was conducted either online or in person together with the five LGBT instructional leaders who were selected through a purposive sampling technique. The collected data was analyzed using thematic analysis which revealed three main negotiation techniques, namely: autonomous, altruistic, and mutual face. Consequently, LGBT instructional leaders navigate their roles by balancing professional responsibilities, moral development, knowledge dissemination, and by setting appropriate boundaries in their interactions with their stakeholders.

Effect of principal's instructional leadership practices on teachers' professional development: A cross sectional study of secondary school level from selected areas of Lahore, Punjab, Pakistan

This study investigates the intricate relationship between principal instructional leadership practices and their effects on teacher professional development, school culture, and the broader educational environment. The research was conducted in selected areas of Lahore, involving 260 participants from both private and public secondary schools. Data was collected through a Likert scale questionnaire containing 25 items measuring seven dimensions of instructional leadership and 11 items for teacher professional development. Statistical analysis, including Cronbach's Alpha, KMO and Bartlett's tests, factor analysis, Pearson correlation, and regression analysis, were employed to examine the data. The research revealed significant associations between principal instructional leadership practices and teacher professional development, highlighting the influence of instructional leadership behaviors such as providing feedback, setting clear educational objectives, and fostering collaborative learning environments. This study identified a substantial impact of principal instructional leadership on school culture and organizational environment, with instructional leadership practices positively correlating with welcoming environments and a culture of continuous improvement. The findings of this study have practical implications for educational officials and practitioners. Educational leadership development initiatives that focus on enhancing instructional leadership skills among administrators can create conditions conducive to effective teacher professional development. These initiatives should prioritize fostering cooperation, providing constructive feedback, and establishing clear instructional objectives. This research underscores the vital role of instructional leadership in shaping school culture and student outcomes. Effective educational leadership is an ongoing process that encourages trust, collaboration, and adaptability in a rapidly evolving educational landscape. While acknowledging the study's limitations, this research contributes to the ongoing dialogue on educational leadership, emphasizing its significance in promoting successful school communities.

Emotional literacy: The leadership gold dust

Emotional literacy is at the heart of effective educational leadership. It supports organisational culture and change management, as well as teaching and learning outcomes. The research reported in this article was designed to help explain emotional literacy and its influence on school culture. Interviews with four primary school principals about their leadership practices demonstrate how they fostered emotional literacy and the flow-on impact on their school culture.

Research on the Construction of University Education Informationization Leadership in WEB3.0 Era

The leadership of educational informatization in the informatization scene needs to adapt to the new technological changes and provide strong support for educational organizations to maintain their competitive advantage and development. This means that in order to form effective educational information leadership, the leadership behavior in educational organizations needs to be deeply integrated with the tools of the information age. In the era of WEB3.0, the construction of educational informatization leadership in colleges and universities needs to start from many aspects, and constantly strengthen their own information technology application ability, management coordination ability and planning decision-making ability.

Education Leadership: Legal and Social Impacts of Public Schools Leadership and Management on the City of Baltimore Maryland, United States of America

This study assessed the correlation between per student expenditure and academic achievement, examining legal issues, poverty, and crime as chronic factors impacting low academic performance as parents’ legal actions against the City School Board of Commissioners question the effectiveness of public school spending. Ineffective leadership, mismanagement, poverty, and crime contribute to subpar performance, necessitating new strategies for learning, teaching, and meeting high academic standards. The Baltimore City public school system has faced challenges in academic achievement, poverty, and crime over the past decades. Maryland's Blueprint for the Future and meta research emphasize the importance of effective leadership and quality education to enhance student achievement, socioeconomic growth, and reduce crime. The present research analyzed various factors influencing public school performance, including per teacher and pupil expenditure, while correlating SAT and ACT scores with academic improvement in Baltimore City, Maryland. Besides, it is declared that effective educational leadership is imperative in a data driven culture whose challenges lie not in advanced technology itself but rather in the transformation of repressive cultures, teams, and practices.

Managerial Competency Analysis of Educators in Building Excellence Cadets

Effective educational leadership provides the basis and places goals in an important position to change the norms in learning programs, increase productivity, and develop creative approaches to achieve maximum educational institution results and programs managerial competence possessed by aviation polytechnic educators in an effort to foster superior cadets. This research is qualitative with a case study design and uses three data collection methods, namely in-depth interviews, participant observation, and documentation studies. The research subjects were educators from the Medan Aviation Polytechnic who were selected using a purposive sampling technique. The following are the findings of this study: Managerial competence is seen in the planning, arrangement and coordination of cadet caregivers that can shape the development of academic, non-academic and disciplinary skills of cadets.

Educational Leadership and Artificial Intelligence for Sustainable Development

The imperativeness of educational leadership and artificial intelligence in contemporary society cannot be overstated in the quest for sustainable development, given the pivotal role of education in achieving the stated developmental objectives. Sadly, educational leaders in Nigeria face several challenges in maximizing the use of AI for sustainable development. This has not only influenced their effectiveness negatively but has equally deprived them of optimal achievement of the objectives of education in the country, considering the roles of teachers in education service delivery. Using a qualitative research approach, this study offered insights into ways of using artificial intelligence and educational leadership for the attainment of sustainable development in Nigeria. Specifically, this study explored educational leadership, artificial intelligence, sustainable development, artificial leadership and sustainable development. Furthermore, the paper underscores the need for educational leadership that is fortified with artificial intelligence for sustainable development by revealing the roles of artificial intelligence in effective educational leadership and its implications for sustainable development. Also, it considers the associated challenges, such as inadequate infrastructure and funding, a lack of technical expertise among educators and education administrators, a lack of policies and regulations, ethical concerns, and a lack of public awareness, and the mitigating strategies, which include providing infrastructure and funding, technical expertise, policies and regulations, ethical concerns, public awareness, and education to address them.

Virtual learning environments and digital twins: Enhancing accessibility, diversity, and flexibility in training secondary educational administrators

<p>This study investigates the potential of Virtual Learning Environments (VLEs) and digital twins to overcome geographical, scheduling, and diversity barriers in the training of secondary educational administrators. Recognizing the limitations in traditional in-person visits to schools-particularly for graduate students in rural areas and those working fulltime with dependents-and the current ethnic composition of educational administrators, where White individuals comprise 64.5% of the population in the US (71.01% for principals), this research explores how VLEs can democratize access and foster diversity in educational leadership training. Over the academic year 2022–2023, pre- and post-engagement surveys were administered to students in a Visionary and Innovative Leadership course that employed a digital twin of a middle school. The virtual environment allowed students to explore the school and interact with its mission and vision principles at their own pace, from any location, and as frequently as required. These digital tools not only offered a homogenous and repeatable experience but also enabled a deeper, self-directed investigation into how an institution’s mission and vision are operationalized within its physical environment. Findings from the study indicate that VLEs and digital twins offer considerable potential in terms of accessibility, flexibility, and diversity in educational leadership training. Through the integration of these innovative technologies, future leaders can experience immersive, interactive, and inclusive learning environments, contributing to a more diverse and effective educational leadership landscape.</p>

Importance of Upskilling and Reskilling in Educational Leadership and Management

This research study investigates the impact of upskilling and reskilling initiatives for educational leadership and management on student learning outcomes, teacher retention, and school culture. The study involves a mixed-methods approach, which includes surveys, interviews, and document analysis, to gather data from educational leaders and teachers from various schools in the Philippines. The findings of the study reveal that upskilling and reskilling initiatives for educational leadership and management can have a positive impact on student learning outcomes, teacher retention, and school culture. The study identifies key competencies and skills necessary for effective educational leadership and management and highlights effective pedagogical approaches and training methods for upskilling and reskilling initiatives. Comparing the findings to previous studies, the research supports the idea that investing in upskilling and reskilling initiatives for educational leaders and teachers is crucial for improving student learning outcomes and school culture. Furthermore, the study suggests that a holistic approach that focuses on both technical and soft skills development is necessary for the success of upskilling and reskilling initiatives. In conclusion, this study provides valuable insights into the impact of upskilling and reskilling initiatives for educational leadership and management. The findings highlight the importance of investing in professional development for educational leaders and teachers to improve student learning outcomes, teacher retention, and school culture. The study provides practical recommendations for the design and implementation of upskilling and reskilling initiatives and suggests methods for measuring their impact. Ultimately, this research contributes to the growing body of literature on effective educational leadership and management and offers guidance for educational policymakers, administrators, and teachers seeking to improve their professional development programs.