Educational Leadership Development Research Articles

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.

Approaches to education for sustainability leadership development in higher education: an international comparative study in the Asia Pacific region

Approaches to education for sustainability leadership development in higher education: an international comparative study in the Asia Pacific region

Developing a Personalized Educational Leadership Theory: A Promising Approach to School Leadership Development?

Behind every school leader is an individual with experiences. These experiences, personal and professional, shape how an educator conceptualizes leadership. This study examines the types of experiences that leaders, enrolled in a Master of Educational Leadership degree in Australia, draw on to inform their leadership. The findings reveal four key experiences that influence the way school leaders view and practice leadership: experiential; educative; vicarious; and personal. We discuss how the medium of digital story supports school leaders to develop their personalized educational leadership theory (PELT) as part of educational leadership development.

Pacific perspectives on Health Professions Education leadership – An interpretivist case study

Introduction: Health Professions Education (HPE) leadership development is advocated for success at the individual, team, and institutional levels. Many leadership theories exist informed mainly by Western perspectives, however, Pacific HPE leadership has not been investigated. Therefore, this research aimed to understand Pacific HPE leaders’ perspectives to develop substantive theory to guide faculty development in this setting and add nuanced perspectives to the international HPE leadership discourse. Methods: Using an interpretivist case-study methodology, seven HPE leaders were purposefully recruited. Data collection tools included Rich Pictures, Talanoa Zoom interviews, and reflective journals. Participants drew a picture on ‘Being an HPE leader’, subsequently explaining their depiction, and then reflected on leadership events in their journals over six months. Codes and themes were identified using Miles, Huberman and Saldaña’s approach. Results: Metaphors were assigned to three HPE leadership styles identified: The ‘Bridge’- helping students from novice to competent; the ‘Coconut Tree’- multiple roles and sturdy in the storm; and the ‘Boat’ - navigating towards the vision. Conclusions: Rich Pictures, interviews and reflective journals allowed HPE leaders to reflect on ‘Being an HPE Leader’ and revealed tacit perspectives. This study suggests there are different styles of leadership, pertinent to the Pacific context, depending on the aims, strategies, and attributes of different HPE leaders. Although grounded in the Pacific, certain aspects may resonate in similar contexts. Notwithstanding that many facets of leadership identified align with current leadership models, intrapersonal emotional intelligence and cultural aspects of HPE leadership should be considered when designing contextually embedded faculty development. Keywords: Medical Education, Health Professions Education, Leadership, Qualitative Research, Case Study, Pacific

Leaders’ Experiences of Integrated Leadership Development in Higher Education

This article examines the perceptions of leaders of a public university in Ghana on how leader and leadership development perspectives are reflected in the institution’s leadership development (LD) practices. While there is an extensive body of literature on LD, further research is required on how leader and leadership development perspectives can be integrated. The study examined the applicability of the 70:20:10 model to leaders’ LD experiences and blended this model with Kolb’s experiential learning theory. A qualitative case study research approach was employed to explore the experiences of the institution’s leaders. Data were gathered using semi-structured interviews, document review and observation of a training session. The data were analysed using the thematic perspective of narrative analysis. The study found that the concepts in the 70:20:10 model, namely (1) on-the-job task performance (2) relationships in the workplace, and (3) training formed the basis of formal and informal sources of learning that propelled leaders in their development journeys. However, the university did not leverage these to consciously integrate the perspectives of leader and leadership development. It is thus recommended that LD should be consciously planned to ensure holistic learning from the three sources in the university setting.

Analysis of Educational Leadership Development at Salman Al Farisi Integrated Islamic School Yogyakarta

The demands of changing times in the world of education are certainly felt by education in Indonesia. Currently, the hot topic in education is the mobilising teacher. The purpose of this teacher mobiliser is very much in line with the purpose of the professional learning community, which is a collection of teachers who are required to be moved, move and mobilise in contributing to achieving learning that is liberating and in favour of students. Actually, this learning community has long existed in education in Indonesia. Like the case study that the author conducted at SDIT Salman Al Farisi. This PLC or professional learning community is also implemented by the principal and teacher employees. This Professional Learning Community at SDIT Salman Al Farisi Yogyakarta can be drawn a line about the advantages of the PLC programme here, namely that the Principal is very active in participating in professional learning community activities.

Investigating the Interplay Between Authentic Leadership Skills and Second Language Proficiency in a Higher Education Institution

This research investigates the interplay between authentic leadership skills and second language proficiency, specifically English, among academic leaders in a Higher Education Institution (HEI) in Bulacan, Philippines. In a globalized educational landscape, leadership in HEIs is crucial for institutional success. The study focuses on Authentic Leadership, emphasizing its developmental perspective and four key components: self-awareness, internalized moral perspective, balanced processing, and relational transparency. Concurrently, it explores the impact of English language proficiency on leadership within the context of higher education. Using a descriptive correlational research design, the study sampled supervisory staff at NU Baliwag, employing the Test of English for International Communication (TOEIC) for language proficiency and the Authentic Leadership Self-Assessment Questionnaire for leadership skills. Results indicate a moderate to high level of English proficiency, with a positive correlation between language proficiency and authentic leadership dimensions. The study contributes insights for NU Baliwag, suggesting that enhancing language skills may positively influence leadership development. However, caution is advised in generalizing findings, and the study highlights the need for future research to replicate the study in diverse contexts and consider additional variables for a comprehensive understanding of the dynamics between language proficiency and leadership development in higher education.

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.

Cross-cultural adaptation of the Scale of Perception of Respect for and Maintenance of the Dignity of the Inpatient (CuPDPH) to Brazilian Portuguese and its psychometric properties—A multicenter cross-sectional study

ObjectiveTo adapt the Scale of Perception of Respect for and Maintenance of the Dignity of the Inpatient (CuPDPH) to the Brazilian language and culture and to assess its psychometric properties. ResultsThe scale was evaluated by 15 experts, and 239 patients from three tertiary hospitals in Rio de Janeiro. All participants signed a consent form. Data have shown adequacy of the model (KMO=0.839, Bartlett's test of sphericity: χ2(171) = 2241.3, p = 0.000010), good adjusted content validity (CVCa ≥ 0.90), internal consistency and reliability, such as α = 0.927. DiscussionCuPDPH is a rating scale on observable professional attitudes. Illnesses change lives and impose adaptation to a new situation, perceived as depersonalization, leading patients to try to regain control of their lives. Patients expressed “ill will” to fill out the scale. Psychiatric patients’ scale filling time was higher than others. A sample from three Rio de Janeiro third-level hospitals may not reflect the country's population; also, this adaptation may not comprise all linguistic variations of Brazilian Portuguese and Portuguese-speaking countries. ConclusionThe Portuguese version of the Scale of Perception of Respect for and Maintenance of the Dignity of the Inpatient (CuPDPH), a 19-item, six-component version is a reliable instrument to measure the perception of internal medicine, surgical, and psychiatric patients on the maintenance of their dignity in Rio de Janeiro, Brazil. This knowledge could be used in advancing research on patients’ perception of dignity, as well as professional ethical competencies, staff-patient relationship skills, and leadership development in medical and other healthcare professional education.

Comparative Study of the Impact of Authentic Leadership on Organizational Commitment of Public and Private Secondary School Teachers

This comparative study was conducted to investigate the influence of authentic leadership on the organizational commitment of secondary school teachers. The study focuses on both public and private secondary schools, recognizing the distinct contextual factors that may shape the relationship between authentic leadership and organizational commitment in these two sectors. This study aimed to bridge the gap by exploring the potential impact of authentic leadership behaviors exhibited by school principals on the organizational commitment of teachers, while considering potential variations between the public and private school contexts. A mixed method was employed. Data collection involved surveys, interviews, and document analysis. The findings suggest that authentic leadership plays a crucial role in influencing teachers' affective and normative commitment levels in both public and private secondary schools in the KP region. The implications of these findings are significant for educational policymakers, school administrators, and leadership development programs. Strengthening authentic leadership behaviors among school principals could foster higher levels of organizational commitment among teachers, contributing to improved educational outcomes and teacher well-being. The study underscores the need for tailored approaches in enhancing authentic leadership practices based on the specific sector; thereby promoting a more committed and engaged teaching workforce in Khyber Pakhtunkhwa. Further research avenues and recommendations are discussed in light of the study's outcomes.

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.

An Exploration of Teacher Leadership: Are Future Teachers Ready to Lead?

The teaching profession has become increasingly complex in the last decades. The changing role of teachers has called for a new paradigm of the teaching profession that recognises the potential of teachers to lead for supporting school development and change. The influence teachers have on the school community and their commitment to school change are at the core of teacher leadership definitions. Preparing future teachers to act as leaders in their schools can support the overall efforts for school improvement. Hence, the purpose of this study is to explore pre-service teacher leadership development. The study utilised a qualitative methodology to address: (i) pre-service teachers’ understanding of teacher leadership, (ii) the role of initial teacher education in shaping the understanding of teacher leadership, and (iii) the contribution of initial teacher education to pre-service teachers’ readiness for exercising leadership roles for school improvement. The study was conducted with pre-service teachers in the leading initial teacher education institution in Kosovo. A total of 42 pre-service teachers from all years of the Primary Teacher Education programme participated in four group interviews with the aim of discussing in depth the core elements of teacher leadership in order to better grasp the pre-service teachers’ understanding of this concept as well as their readiness to exercise leadership roles. A model devised by Snoek et al. (2019) was used as an analytical framework to determine the development of teacher leadership in initial teacher education. The study reveals that there is no consensus on the definition of teacher leadership. The findings show that the understanding of teacher leadership is based on a contextually drawn vision of what it means to be a teacher, resulting in a narrow view of leadership with regard to individual and classroom levels. The study concludes that initial teacher education has a critical role in contributing to shifting the conceptualisation of teacher leadership beyond the isolated views of individual and formal leadership. The findings have imperative implications for providing good models of initial teacher education that support the preparation and readiness of future teacher leaders to tackle the ever-increasing complexities of the teaching profession.

Higher Education Leadership and Management (HELM) – Advancing and supporting leadership development in South African higher education through scholarship

Higher Education Leadership and Management (HELM) – Advancing and supporting leadership development in South African higher education through scholarship

Peer-review of teaching materials in Canadian and Australian universities: A content analysis.

Peer-review of teaching materials (PRTM) has been considered a rigorous method to evaluate teaching performance to overcome the student evaluation's psychometric limitations and capture the complexity and multidimensionality of teaching. The current study aims to analyze the PRTM practices in Canadian and Australian universities in their faculty evaluation system. This is a qualitative content analysis study in which all websites of Canadian and Australian universities (n = 46) were searched based on the experts› opinion. Data related to PRTM were extracted and analyzed employing an integrative content analysis, incorporating both inductive and deductive elements iteratively. Data were coded and then organized into subcategories and categories using a predetermined framework including the major design elements of a PRTM system. The number of universities for each subcategory was calculated. A total of 21 universities provided information on PRTM on their websites. The main features of PRTM programs were organized under the seven major design elements. Universities applied PRTM mostly (n = 11) as a summative evaluation. Between half to two-thirds of the universities did not provide information regarding the identification of the reviewers and candidates, preparation of reviewers, and logistics (how often and when) of the PRTM. Almost all universities (n = 20) defined the criteria for review in terms of teaching philosophy (n = 20), teaching activities (n = 20), teaching effectiveness (n = 19), educational leadership (n = 18), teaching scholarship (n = 17), and professional development (n = 14). The major design elements of PRTM, categories and subcategories offered in the current study provide a practical framework to design and implement a comprehensive and detailed PRTM system in the academic setting.

Barriers to women’s participation in and contribution to leadership in Ethiopian higher education

Women are underrepresented in senior leadership positions across global higher education and there are different reasons for this. This study examines barriers to women’s leadership development in Ethiopian higher education, with particular attention to the role of national and institutional policies and practices. The study used a phenomenological research design to better understand barriers to women’s leadership development in higher education from the views and experiences of women leaders. Data were generated from 12 women vice presidents and official documents. The participants were drawn from each type and generation of universities that exist in Ethiopian higher education. The findings reveal that although there is an improvement in women’s leadership development in Ethiopian higher education, many glass ceilings remain unbroken. The result also reveals that institutional barriers are considered the greatest, as they also exacerbate sociocultural and personal barriers to women’s leadership development. Although ethnicity is one of the major challenges facing higher education institutions (HEIs) in Ethiopia, it is not identified as a barrier to women’s leadership development. The barriers to women’s leadership are multifaced and addressing these challenges requires a holistic approach and concerted efforts from major stakeholders, especially policymakers. Unless there is a systemic response, women in higher education will continue to struggle in pursuing senior leadership positions.

Embedding a sustainability mindset in responsible management education

Purpose Organisational responses to the United Nations Sustainable Development Goals depend on the competency and mindset of business leaders to lead responsibly. This study is informed and underpinned by the Principles of Responsible Management Education. This study aims to examine how embedding the “sustainability mindset principles” within a university programme can contribute to responsible management education and, by extension, leadership development. Design/methodology/approach An illustrative case study using 84 students was applied, including undergraduate, postgraduate and executive Master of Business Administration students. An exploratory, qualitative design was followed, primarily adopting focus groups. Findings Evidenced learning gains in connecting sustainability knowledge with personal beliefs and behaviours, provide a compelling basis for educational and business practitioners to focus on the sustainability mindset principles (SMPs). Mapping of mindset against leading global competency frameworks provides important theoretical insight. Learning is illustrated through multiple dimensions (i.e. cognitive, behavioural and affective) to inform leadership development approaches. Research limitations/implications The mapping of sustainability competency frameworks against the SMP, alongside qualitative research insights, provides a compelling basis for further research into the learning gains from embedding the mindset principles. The situated nature of the study and the lack of longitudinal measurement of what students take forward into their lives and workplaces is a limiting factor to be considered. Practical implications This study evidences the value of “whole-person” learning for responsible management, which can helpfully inform the design of both educational and workplace leadership development programmes. Originality/value This study is original in the pedagogic examination of the learning dimensions of the SMPs in a Business and Management programme. It also offers new insights in terms of the implications for leadership development.

Senior Managers in the UK: The Development of Educational Leaders in Further Education Institutions

The knowledge of the enhancement of the journey to educational leadership in the Further Education (FE) sector in the United Kingdom (UK) has attracted the attention of academics. The majority of the experiments reviewed illustrate the formal educational mechanisms that leaders have experimentally learned via their experiences in FE. However, this study proposed that in order to lead admirably, senior academic leaders need additional assistance for their training and hands-on leadership experience. With an emphasis on Gronn’s theory of leadership model, the major objective is to critically evaluate educational leadership development at FE institutions in the UK. This supports the recognition of leadership in Gronn’s model in career terms and explores the significant impacts of the four phases of Gronn’s model in the development of academic leaders. Additionally, this study is interested in learning about leaders’ experiences and how they view leadership in FE in general. This study used a mixed-method approach to ensure that the two main research questions were consistently addressed. Twelve leaders at the FBT participated in face-to-face interviews for the data-gathering process, while 61 leaders in the UK completed a questionnaire. The results showed that developing into an effective leader requires a number of factors, or what Gronn’s concept of the leadership journey refers to as four sequential phases. Four areas of critical impact were identified during the professional pathway: family influence, educational influence, influential people, and significant experiences. The leader’s major experiences, character traits, and leadership aspirations were all shaped by fostering knowledge. The research on educational leadership supports the idea that a school leader’s capacity is greatly influenced by their leadership, which is the implication of this study.

Barriers and Challenges Related to Cultural Diversity Management Within Schools in South Africa

Globalization, internationalization and technology have increased the movement of people from different cultural backgrounds around the world. The coexistence has created rapid cultural diversity challenges, forcing many democratic countries to review their labour laws, compelling organisations to adopt sound diversity management policies. Pre 1994 in South Africa, the workforce did not represent the diversity of the country. The end of apartheid created opportunities for culturally diverse workforces in most sectors of the economy. Schools are no exception to this change due to the diverse teacher and learner population as women and people from previously disadvantaged backgrounds are sharing the workspace. The School Management Team (SMT) led by the Principal, need to be properly equipped in terms of knowledge, skills and capacity to deal with increased cultural diversity for the achievement of organizational goals. This paper aims to identify barriers and challenges related to cultural diversity management within the schools in uMzinyathi District, KwaZulu-Natal (KZN) Province, South Africa. The research seeks to determine if schools in uMzinyathi district are utilizing cultural diversity management for the achievement of organisational goals. The paper was exploratory and descriptive in nature and adopted a qualitative approach. The focus was on the SMT of ten schools in the uMzinyathi District comprising the principal, vice-principal(s), and heads of departments, and senior teachers. Using purposive sampling, in-depth semi-structured interviews were conducted face-to-face involving 36 SMT members. Content analysis was used to analyse the data. Data were presented in tabular form. The study revealed that there are no work-related barriers due to the availability of teachers from diverse backgrounds under the uMzinyathi District in KZN. However, having no barriers and challenges does not mean that there is no conflict. Hence, the study recommends that the Department of Basic Education (DBE) introduces cultural exchange programmes and partnerships with other schools to share educational resources, sports development and leadership development.

Mediating Role of Leadership Self-Efficacy between Formal Developmental Experiences and Leadership Effectiveness In Pakistani Higher Education Institutions

Effective leadership is a fundamental impetus for achieving organizational success and fostering a motivated, prompt, and high-performing team. The significance of Leadership Effectiveness (LE) has been extensively discussed in literature over the past few years but there hasn't been much empirical research on leadership development in Pakistani higher education. In this quantitative study, the relationship between formal developmental experiences and leadership effectiveness was examined in relation to the mediating role of leadership self-efficacy. A 15-item scale to measure the three research variables was employed in five private sector universities in Karachi city. The sample population included a total of 300 administrative members from higher education institutions including the Dean, Head of Departments, and Departmental Coordinators. Data were analysed using SEM analysis on Smart PLS software. Results of the study indicate the mediating effect of leadership self-efficacy and effectiveness. It was recommended that post-managerial development programs should be encouraged for effective management of teaching-learning processes.

The international comparative approach to higher education leadership development: evaluating the longer-term impacts

ABSTRACT The international comparative approach has become an increasingly important approach to higher education leadership development, with higher education leaders from the global south looking into practices in higher education management in the global north for comparative insights. But it is always a delicate task in comparative studies to decide how the ‘best practices’ in the developed countries can be adopted and adapted to suit the local contexts and the local needs in the developing world. This study examines the impacts of a higher education leadership development program on Chinese university leaders, a few years after their three-month exposure to the Canadian system of higher education governance and management. The findings of the study suggest that the long-term impacts of system awareness tend to happen at a more global and conceptual level, with most leaders reporting broader global perspectives on their work. There are self-reported cases of direct borrowing of specific policies, but the borrowing is done in ways that are sensitive to local contexts. The findings are encouraging as they show that system awareness as a result of international comparative leadership development can transcend both the positivist and the relativist views of leadership.