Educational Leadership Research Articles

‘Steering the ship not rocking the boat’: The implied stewardship and managerial roles of senior leaders in traditional international schools

The past five decades has seen four dominant models of educational leadership emerge, as the fashion shifted from managerial, towards instructional, then transformational, and the currently dominant distributed approach. At the same time, other models have emerged in literature such as moral, authentic, systems, and contingency leadership. This paper focuses attention on the leadership approach expected by the senior leader (‘Directors’) of well-established autonomous traditional international schools governed by a parental-led Board, where a complexity of tensions and dualities has previously been reported by literature. At the same time, this body of schools stands under-reported upon. Following an analysis of the action verbs found in 10 job adverts, across 10 nations globally, we can identify a strong pattern of anticipated role, characterised by the ‘old fashioned’ managerial, and instructional approaches, with the Director being expected to steer the school on a steady, continuous course rather than instigate any major change or innovation. A role of responsible stewardship emerges, with the Director being expended to maintain, continue, and oversee events as previously done by others. The lack of scope for distributed or contingency leadership seems surprising given the changing social and political environment that the schools occupy.

Personalized Learning Policy and Student Voice: A Statewide Case Study

This qualitative study examines the experiences of student leaders working in partnership with teacher leaders to implement Vermont’s Act 77, a state mandated personalized learning policy. Drawing on a theoretical framework that connects the zones of mediation and knowledge brokering research, this study explores the question: How do youth and adults experience youth leadership around the implementation of Vermont’s Act 77? Drawing on focus group data, interviews, and observations of youth leadership of personalized learning policy implementation across 18 high schools between 2014 and 2018, the study identifies the opportunities challenges of youth acting as knowledge brokers around state education policy in their schools. It concludes with implications for educational leaders and policymakers.

Neuroleadership and Its Role in Educational Settings: A Review of Current Practices

This paper provides an overview of neuroleadership and its application in educational settings toward effective leadership and student outcomes. Neuroleadership combines the emerging research in neuroscience with theories of leadership, aiming at understanding the neural processes that influence decision-making, motivation, emotional intelligence, and managing change in educational contexts. As a study, it highlights possible benefits that could emerge from the application of neuroscientific principles for improving teacher-student relationships through the creation of adaptive learning environments and fostering growth among students via neural plasticity. It also highlights strategies such as emotional self-regulation, collaborative thinking, and mindfulness, which may be used in the development of enhanced well-being and good leadership practices among educators and students. The paper calls for professional development linked to principles of neuroleadership and for more case studies to explore applications in practice. It also gives emerging technologies such as neurofeedback, AI tools, and VR environments for enhancing educational leadership and a better learning experience. Overall, the study epitomizes the potential of neuroleadership in transforming practices in educational settings and linking it with future-oriented professional development.

Equipping Teachers for Success in Rural Communities: Unveiling the Key Characteristics and Attributes of Thriving Rural Teachers

Australian education faces persistent challenges in preparing and retaining teachers within rural contexts. This qualitative study examines the attributes of thriving rural teachers through focus group discussions with 103 rural educational leaders. Utilising a theoretical framework combining attribution theory and ecological systems perspectives, the study synthesised leaders’ perceptions of key dispositions and behaviours contributing to rural teachers’ success. Four interconnected dimensions emerged: being community, classroom, professionally and personally equipped. This study revealed that while individual teacher attributes are crucial, school support and community context significantly influence teacher success. The application of attribute theory further revealed that findings attributed teacher’s success to internal, stable, and controllable factors, suggesting that key traits could be developed through targeted professional development and experience. This study provides nuanced insights into ’rural readiness’, informing education policy decisions and practices, initial teacher education institutions, schools, and communities. The study emphasises the need for a holistic approach to teacher preparation and support that considers both individual and systemic factors.

Women faculty members' challenges when pursuing leadership positions in academic dentistry: A survey.

This study addresses persistent gender disparities in leadership roles in academic dentistry. The objectives were to identify the challenges and barriers to leadership that women face in general and during the COVID-19 pandemic, as well as to describe resources they need to reach their leadership potential. The American Dental Education Association Section on Women in Leadership (WIL), gathered survey data concerning leadership challenges and faculty development needs. The survey targeted 300 WIL members in leadership roles or aspiring to leadership roles. It was conducted from January to March 2021 and 128 participants responded (response rate: 42.7%). The data was analyzed quantitatively and qualitatively. The most frequent reported leadership barriers indicated by the survey respondents were lack of mentoring, limited leadership training, lack of sponsorship from administration, family obligations and limited job opportunities. The participants stated that the COVID-19 pandemic exacerbated these challenges, affecting collaborations, increasing stress, and impacting scholarly productivity. The survey responses showed how external factors can challenge faculty productivity. Respondents identified mentoring, increased leadership opportunity awareness, and leadership development seminars as factors most helpful for their professional development. This study identified women faculty members' perceptions of why disparities persist in gender equity in leadership in dental education. It suggests developing gender specific leadership strategies and resources. Addressing barriers requires concerted efforts at the institutional, national, and global levels. This is vital for achieving gender parity in leadership roles in dental education settings.

The Effects of Leisure Time and Traveling on Retaining Quality Rural Educational Leaders

The Effects of Leisure Time and Traveling on Retaining Quality Rural Educational Leaders

Religious-social leadership values and principals’ morality in Christian school

Leaders’ morality in the context of principals in Christian school is of great significance in the education environment. However, there are gaps between religious insights, western education and principal’s leadership in Christian schools in Indonesia. Anthropological, social, cultural and other differences can pose hindrances to the effective implementation of external ideas. Therefore, this research emphasises the importance of embracing moral religious leadership values from local cultural heritage that are appropriate to the Indonesian context. Tonaas and Walian leadership in Minahasa are promising alternatives that can contribute to the discourse on principals’ morality in Christian school. This research adopts a descriptive qualitative methodology, critical analysis and argumentation to explore the intersection of moral leadership, local cultural heritage and educational leadership in Christian schools in Indonesia. As a result, the morality values of Tonaas and Walian religious leaders in Minahasa demonstrate the significance of responsibility towards the Christian school environment.Contribution: The results of this study contribute to the conversation about morality among leaders in the Christian school environment. Specifically, the religious leadership of Tonaas and Walian in Minahasa provides valuable local insights that are relevant to the context of education and principals in Indonesia.

Efesiensi Kepemimpinan Pendidikan Dalam Optimalisasi Sumber Daya Sekolah

The efficiency of educational leadership plays an important role in optimizing school resources to achieve quality education goals. This study aims to analyze the definition of effective and efficient leadership, the factors that affect the success of leaders in achieving goals, and the benefits of implementing efficient leadership, as well as effective leadership strategies in managing human and material resources in the school environment. The research method used is a qualitative approach with data collection techniques through literature studies. The results of the study show that leadership based on collaboration, transparency, and participatory decision-making has a significant impact on improving the efficiency of school resource management. In addition, the use of information and communication technology (ICT) has been proven to accelerate the administrative process and the appropriate allocation of resources. The study concludes that educational leaders who are able to integrate innovation and adaptive managerial approaches can improve school operational effectiveness while creating a productive learning environment

Conceptualizing English Teacher Identity In Pesantren Based School

This study aims to explore how English teachers at Pondok Pesantren Nurul Jadid conceptualize their professional identity within the unique context of a pesantren-based Islamic school. Employing a survey research method, this investigation gathers data from junior high school English teachers to understand their perceptions and experiences in shaping their teacher identities. The research seeks to delve into the multifaceted nature of teacher identity, considering the interplay of religious values, pedagogical approaches, and the cultural environment of the pesantren. By examining these dimensions, the study aims to uncover how these educators balance their roles as language instructors and moral guides, integrating Islamic teachings with their professional responsibilities. The findings described the interconnectedness of Future Perspective, Teacher Belief, Career Perception, and Self-Efficacy plays a critical role in shaping teacher professional identity. A positive outlook on these aspects encourages teachers to remain committed, resilient, and engaged in their profession. Professional development programs tailored to enhance teacher skills and confidence, along with mentorship opportunities, are essential in reinforcing a strong professional identity. Furthermore, educational policies that prioritize fair compensation, job security, and access to resources create a supportive environment where teachers can thrive. By addressing both internal and external factors that influence professional identity, educational leaders can ensure that teachers feel valued and empowered, ultimately leading to improved job satisfaction, retention, and student outcomes. A focus on these key areas is vital for sustaining a motivated and effective teaching workforce.

Review of systematic reviews in educational leadership and management: Methods used, topics explored and geographies covered

Following the accumulation and diversification of the knowledge base in the field of educational leadership and management, we have witnessed a boom in systematic reviews of different types focusing on a diverse range of topics in specified geographical boundaries. This study aims to gain insight into the nature and composition of this fast-growing body of systematic reviews in educational leadership and management by examining the methods used, the topics explored and the geographies covered in these reviews through a three-dimensional conceptual model. We analysed 236 systematic reviews spread over 60 journals. Descriptive statistics of frequencies and percentages were used to identify trends. Findings suggest that the conceptual model presented provides important insights into the past, present and future of a knowledge base through its focus on the patterns of knowledge evident in systematic reviews. While affirming the widespread recognition of the value of systematic reviews in the field, the results reveal that systematic reviews have largely focused on a narrow range of topics, suggesting evidence available on many widely explored topics that still await to be synthesised. Reviews focusing on methodological issues have been particularly rare. It is also demonstrated that the field itself has attracted significant attention as a unit of analysis, indicating the interest in mapping the research landscape and understanding the dynamics of the field at global, regional and national levels. Based on these findings, potential gaps have been identified, and suggestions have been made for future directions.

Educational leaders and school-based mental health: a social network analysis of knowledge brokerage

This study examines the relational dynamics of knowledge brokerage among educational leaders in implementing multi-tiered systems of support (MTSS) for mental health promotion in schools. Recognizing the critical link between student mental health and academic achievement, schools are increasingly expected to provide comprehensive mental health supports. Utilizing social network analysis (SNA), this research explores the information-seeking behaviors of educational leaders within a public school system in British Columbia, Canada. By mapping the relational connections among school and district leaders, the study identifies how these leaders, as knowledge brokers, navigate and influence educational policies and practices related to MTSS. The findings reveal latent interaction patterns that can either facilitate or impede the flow of essential information, highlighting potential areas for strategic intervention. The analysis demonstrates the importance of leadership in fostering collaboration and ensuring the effective integration of mental health initiatives into school communities. Additionally, the study underscores the complex interactions through which knowledge is exchanged and mobilized, emphasizing the need for systems to enhance relational ties and promote collaborative leadership. This research contributes to the scholarship and practice of educational leadership by advancing the understanding of how social networks and knowledge brokerage can support the successful implementation of MTSS.

Understanding Pediatric Anesthesiology Fellowship Interest: A National Survey of the Resident Experience.

The field of pediatric anesthesiology faces an impending shortage of fellowship-trained physicians. Despite this projection, fewer anesthesiology residents are opting to pursue a fellowship. To better understand the current perspective and motivation of trainees to pursue a career in pediatric anesthesiology, we surveyed anesthesiology residents across the United States. Our primary aims were to assess the understanding of the current workforce shortage as well as explore the impact of both exposure and characteristics of the anesthesia resident rotation on the decision to pursue pediatric anesthesiology fellowship. A 25-question Qualtrics survey was distributed to members of the Pediatric Anesthesia Leadership Council and Education Committee within the Society for Pediatric Anesthesia and to anesthesiology residency program directors based in the United States. The survey received 201 responses. Of the respondents, 29% were in Clinical Anesthesia Year 3, 25% in Year 2, 19% in Year 1, and 10% in their intern year. The analysis revealed that self-reported adequate exposure to high-acuity cases and advanced procedures (arterial lines, central lines, and nerve blocks) significantly increased the likelihood of planning to pursue pediatric anesthesiology fellowship (adjusted Odd Ratio 8.47, 95% Confidence Interval, 1.65-43.4). Perceptions of faculty teaching, mentor availability, planned practice environment, and the presence of fellowship programs at the institution were not significantly associated with intentions to pursue pediatric anesthesiology fellowship. The journey toward specializing in pediatric anesthesiology is influenced by a complex interplay of factors. Among these, enhanced exposure to challenging cases and advanced procedures during the residency phase is emerging as a critical element. Such exposure not only equips residents with the necessary skills and confidence to handle complex pediatric anesthesia cases but also plays a pivotal role in attracting more trainees to this essential subspecialty.

Teachers as Catalysts for Change: Advocating Mental Health and Wellbeing in Education

The main focus of this qualitative study is to explore secondary school teachers' perceptions of their roles in supporting adolescent mental health in classrooms, emphasizing the need to empower them as agents of change. Semi-structured interviews with teachers from twelve secondary schools were conducted, offering deep insights into their experiences and perceptions. The interviews were transcribed and analyzed through thematic analysis, highlighting key themes: understanding adolescent development, the expanding role of teachers, the role of other support systems, and barriers to effective mental health intervention. Themes emphasize the interplay of teacher roles and the needed institutional support for addressing mental health. Teachers recognize their unique position to influence adolescents' mental health positively but are often underprepared and unsupported due to a variety of factors. The study recommends developing comprehensive training programs for mental health teachers and comprehensive school support systems. It also highlights the importance of a collaborative approach that includes parents, mental health professionals, and community organizations to strengthen the support network for adolescents. For policymakers and educational leaders, the research suggests strategies that empower teachers as frontline advocates for mental health in schools. With an emphasis on the integral role of teachers, this study contributes to the ongoing discussion about improving mental health outcomes in schools.

Thinking Reflectively: Insights from Academic Leaders in Higher Education

Reflective thinking is essential for effective leadership in higher education, enabling academic leaders to address complex challenges and improve decision-making and problem-solving skills. This study explores the importance of reflective thinking for academic leaders, focusing on its role in fostering open-mindedness, critical evaluation, and continuous learning. The study adopted a mixed-method approach, with semi-structured interviews with 13 department heads and a survey of 130 academic administrators across universities in Islamabad. The findings of the study highlight the necessity of reflective thinking for strategic decision-making, conflict resolution, and the creation of a positive institutional culture. Reflective thinking encourages academic leaders to consider multiple perspectives, identify patterns, and challenge assumptions, thereby facilitating innovative solutions and adaptive strategies. Key elements identified include open-mindedness, full engagement, and accountability, which are essential for effective reflection. By addressing these challenges, the study proposes practical strategies for fostering reflective thinking skills, including participation in communication networks and continuous professional development. Overall, this study contributes to the field of higher education leadership by providing insights into the role of reflective thinking in improving decision-making and problem-solving. It advocates for the integration of reflective practices into leadership development programs and emphasizes the importance of fostering a culture of reflection to improve the overall effectiveness of academic institutions. Through continuous self-reflection and adaptive leadership, academic leaders can better navigate the complexity of their roles, ultimately benefiting faculty, staff, and students. Quantitative analysis revealed that 85% of the surveyed academic administrators identified reflective thinking as crucial in their leadership roles.

Making the Data Visible: A Systematic Review of Systems-Level Data Dashboards for Leadership and Policy in Education

Systems-level data dashboards, those that provide education data aggregated to or used by leaders from school to state to federal levels, have become increasingly prevalent in the field of education both in the United States and in many education systems worldwide. This study provides a systematic review of the literature on systems-level data dashboards in K–12 schooling. The review demonstrates that research on systems-level dashboards lags that of student and teacher-focused learning analytics dashboards; that academic achievement remains the primary focus of dashboards, but contextual and non-test-score outcomes are now included in many dashboards and that use of dashboards by educators and the public is lower than desired but may be improved through alternative dissemination methods. It also demonstrates that research on the impacts of dashboards is particularly limited, a concern given the potential for unintended negative consequences. The article discusses the need to further incorporate systems-level dashboards into the organizational structures of education systems in order to enhance their utility for improving outcomes. The findings provide insights for stakeholders designing and using dashboards and hold the potential to improve dashboard use and student outcomes.

Principals’ leadership styles and teachers’ organizational citizenship behaviour: a systematic review of research

PurposeThe purpose of this review was to expand the knowledge base regarding the relationship between principals’ leadership styles and teachers’ organizational citizenship behaviours drawing on a database of 87 studies. The study utilized four different data sources (WoS, Scopus, ERIC, and Google Scholar).Design/methodology/approachDescriptive and content analysis methods were used to highlight the key tends in this literature, including growth trajectory, authorship trends, citation impact, quantitative research techniques, the composition of leadership styles, and detailed mediators and moderators.FindingsThe results revealed that transformational leadership was the most frequently studied leadership style. The study synthesized how principal leadership directly and indirectly affects teachers’ OCBs. The findings were interpreted considering existing educational leadership and management (EDLM) literature.Originality/valueGiven the rapid growth of research on the linkage between principals’ leadership styles and teachers’ OCBs and the fact that the field has been missing a comprehensive review to lay out the relevant literature on this topic, it is important to systematically review and scrutinize the relationship between leadership styles and teachers’ OCB. Reviewing this literature will provide guidance for future researchers through identifying major methodological gaps and suggesting recommendations for future directions. This study is the first review on the relationship between principals’ leadership styles and teachers’ organizational citizenship behaviours (OCBs).

Exploring ChatGPT usage amongst female academics and researchers in the academia

PurposeThis study aimed to explore the experiences of female academics and researchers in tertiary institutions in South Africa as a means of bridging the gaps in research productivity.Design/methodology/approachThe study adopted a qualitative research design of a phenomenological type to explore the experiences of purposively selected 20 female academics and researchers in a South African University. A semi-structured interview was used to generate data, while NVivo version 14 software was used to code and thematically categorise codes.FindingsThe study’s findings showed that female academics and researchers have mixed perceptions about the usefulness of artificial intelligence for their research productivity. While many used ChatGPT to support their research and other scholarly works, others identified the fear of involving in unethical acts that can tarnish their academic integrity as a threat to its usage. Nonetheless, the tool has contributed to their productivity.Practical implicationsThe outcome of this study is a pointer to the need for educational leaders in tertiary institutions in Africa to upskill academics and researchers' knowledge of the use of emerging technologies for research. Institutions could achieve this through training and peer mentoring.Originality/valueThe study is unique because it will call the attention of academics and researchers, especially women, to how the integration of education technologies can help improve both their research and teaching mandate delivery.

Compliance QFD – how compliance contributes to quality in higher education

ABSTRACT The study aims to present a framework, a so-called Quality Function Deployment (QFD) house, to enhance the service quality of higher education institutions (HEIs), supporting the institutional compliance management issues and processes. To develop the compliance QFD, questionnaires and focus group interviews were conducted to determine the service quality attributes, while the compliance management functions originated from a comprehensive literature review. This research describes and correlates ten service quality attributes at the institution level of HEIs and nine compliance management functions. The QFD results present the priority ranking of the examined compliance functions proposing improvement criteria based on higher education institutions’ general compliance and service quality management areas. These insights will be helpful to educational leaders to align compliance activities for student-perceived quality and also to leaders and policymakers in deriving a strategic plan on compliance management to improve the service quality offered to the stakeholders, primarily students.

Decolonising education otherwise: Rabindranath Tagore and the spirit of secular criticism

ABSTRACT ‘Decolonise education!’ This exhortation has travelled far and wide – in the Global North and Global South, in formally independent former colonies and settler colonial societies. As such voices grow, we might ask: What does decolonising education entail? How should this be undertaken? And, importantly, who decides on the terms by which such an undertaking should be guided and by what authorities? If this line of questioning appears abstract or tentative in the face of a struggle many take to be of utmost urgency, then what this essay hopes to offer is clarity and tangibility to this caution. With present day India as an example, I sketch out ambivalences in the way decolonial theory has travelled. I then counterpose decolonial theory with the decolonial thought of two exemplars: the cultural critic Edward Said, whose work provides a clear argument for ‘secular criticism’ against recourse to any quasi-religious or nativist orthodoxy that purports to stand beyond the complicated entanglements of human history; and the Bengali writer and educational leader Rabindranath Tagore who, under the pall of British imperialism and amidst an ascendant chauvinistic Indian nationalism in the early-twentieth century, embodied such a secular criticism in his approach to decolonising education.

Transformational Leadership in Higher Education: Empowering Africa's Future

Transformational leadership, focusing on vision, innovation, and empowerment, is gaining prominence in African higher education systems. As the continent navigates the challenges and opportunities of the 21st century, such as rapid technological advances, globalisation, and socio-economic inequalities, there is growing recognition that higher education institutions (HEIs) must play a pivotal role in preparing future leaders. Anchored on Kouze and Posner’s (2012) transformational leadership model, this paper explores the significance of transformational leadership in African higher education, examining how it can drive institutional change, enhance academic outcomes, and empower future generations. Through a review of existing literature, qualitative interviews with university leaders, and evidence-based case studies, the paper highlights critical principles of transformational leadership, its impact on African universities, and policy recommendations for its implementation. Although African higher education faces challenges such as resource constraints, political instability and government interference, brain drain, and equity, transformative leaders can mitigate these challenges by expanding digital learning and technological advancement, decolonising, and contextualising the curriculum, as well as facilitating global collaborations and partnerships. African governments must ensure that universities have the autonomy to implement innovative leadership strategies without undue political interference.