Leadership In Primary Schools Research Articles

Understanding the relationship between teacher leadership and collective teacher efficacy in Chinese urban primary schools

ABSTRACT The purpose of this paper is to examine the relationship between teacher leadership and collective teacher efficacy in Chinese urban primary schools in the education change context using quantitative research methods. Based on valid answers from 1117 teachers, the results of path analysis revealed that the dimensions of teacher leadership including recognition, collegiality, participation, and positive environment, had significant relationships with the dimension of group competence of collective teacher efficacy. Additionally, the teacher leadership dimensions of developmental focus, participation, and positive environment had significant relationships with task analysis in collective teacher efficacy. Furthermore, the teacher leadership dimensions of developmental focus, congeniality, participation, and positive environment had relatively significant effects on collective teacher efficacy as a single variable. The findings contribute to an understanding of educational management in Chinese primary schools, and advance the transferability of leadership theories to different cultural contexts.

Leading the flock: Examining the characteristics of multicultural school leaders in their quest for equitable schooling

The quest for educational leaders to enact social and equitable schooling requires ongoing critical transformations that cannot be alienated from contemporary educational discourses and practices. Enacting social justice and equitable schooling poses an unparalleled challenge on the shoulders of risk-taking visionaries, who meticulously attempt to transmit their beliefs and values into the daily routine tasks at school, rather than plotting futuristic management scenarios. The study seeks to explore the multifaceted role of primary school leaders in the daily struggle to diffuse the principles of Multicultural Education for more just and equitable schooling. For this purpose, qualitative data measures were employed to determine the extent of which participants in the study mirrored the review of literature and research questions. The Critical Incident Technique was particularly useful as it allowed the collection for a large number of incidents occurring over a number of years, from a small number of people in a relatively short time. Analyses proceeded by identifying culturally responsive leadership practices and the application of critical race theory. Results identified seven core characteristics, present in school leaders who professed strong adherence to the principles of Multicultural Education. This suggests the need for emerging models of educational leadership to effectively respond to the increased diversity in our schools and to further establish the connections between multicultural educational leadership and equity schooling.

Reflections on Educational Practice: COVID-19 Influences

mains at issue within classrooms across the educational diaspora (see for example . Primary and secondary school leaders, as well as those responsible for undergraduate, graduate, professional, and doctoral studies programs are increasingly working to address issues of diversity, equity, and inclusion as related to curriculum development and delivery, hiring practices, training, and teaching practices.

Analyzing the relationship between principals’ learning-centered leadership and teacher professional learning: The mediation role of trust and knowledge sharing behavior

This study tested the relationship between principals’ learning-centered leadership and teacher professional learning in Iranian primary schools, with a focus on the mediating role of trust and knowledge sharing behavior. Survey data collected from 886 teachers in 121 primary schools, representing a range of socioeconomic status, distributed across three districts in the city of Mashhad. Data were analyzed using confirmatory factor analysis and structural equation modeling. The results illustrate significant path relationships between the constructs, linking learning-centered leadership with teacher professional learning. Learning-centered leadership directly influenced the professional learning of teachers, and such a relationship was fully mediated by the teachers’ trust and knowledge-based sharing behavior in these Iranian primary schools. These results provide evidence that principals can enhance teacher learning by emphasizing teaching and learning to develop trust among teachers and foster knowledge sharing.

The Relationship between Shared Leadership, Employee Empowerment and Innovativeness in Primary Schools: A Structural Equation Modeling

<p style="text-align:justify">Shared leadership and employee empowerment develop positive feelings in employees towards the organization, the work they do and themselves. These positive emotions create confidence for employees to try new methods and techniques in their work. Employees who approach their work with an innovative mindset will be more beneficial to their organizations and increase their own satisfaction. In this study, the shared leadership, employee empowerment and innovativeness levels of schools, the relationship of these variables with each other and the predictive status were examined according to the perceptions of the teachers. This study is a research in relational survey model. The data of the research were collected in the province of Malatya in November during 2019-2020 academic year. The data were collected through "Shared Leadership", "Employee Empowerment" and "Innovativeness" scales. Correlation analysis and structural equation modeling were used to analyze the data. According to the results of the research, the levels of shared leadership, employee empowerment and innovativeness in primary schools are “partially high”. There is a positive, significant and moderate relationship between the school's shared leadership and employee empowerment and teachers' innovativeness. In addition, shared leadership and employee empowerment predict teachers' innovativeness. For this reason, it is considered important to create a school environment where leadership is shared in order to increase the innovativeness of teachers and to support teachers and include them in decision-making processes in order to empower them.</p>

School leaders reflections on their school's engagement in a program to foster health literacy development

Many health attitudes and behaviors formed during childhood are sustained through to adulthood, therefore childhood is a critical time to develop health literacy. Primary schools provide an ideal environment to equip children with lifelong health skills, understanding and knowledge. Through semi-structured interviews, this study gathered primary school leaders’ reflections on the implementation of a program (HealthLit4Kids) designed to foster health literacy development in their schools. The aim of this study was to determine how school leaders experienced the HealthLit4Kids intervention. The results showed that leaders perceived the program had a positive effect on health literacy knowledge and understanding within the school community, as well as improved health behaviors. School leaders’ statements indicated that key barriers such as parental engagement and an overcrowded curriculum would need to be navigated to ensure successful program sustainability.

Exploring instructional leadership in Iranian primary schools: perspective of successful principals

ABSTRACT While there is continuing research on instructional leadership, there are limited attempts from Eastern cultural societies and contexts where education is highly centralized. This paper explores instructional leadership in Iranian public primary schools, from the perspectives of successful principals. Through interviews with 26 participants, this study sought to illuminate their perspectives toward their role as instructional leaders. As a result, a model of instructional leadership was described, which had three dimensions – paying attention to the school’s vision, managing the instructional program, and promoting a learning climate – and seven associated functions. This model is a contextually relevant version of the dominant view of instructional leadership. The research reveals how features of specific societies shape instructional leadership conceptualizations, and it reinforces the need to consider leadership and context.

Spirituality AND Contingency in Narrative Biographical Interviews with Primary School Leaders of Catholic Schools in the Netherlands

Spirituality AND Contingency in Narrative Biographical Interviews with Primary School Leaders of Catholic Schools in the Netherlands

Whose leadership role is more substantial for teacher professional collaboration, job satisfaction and organizational commitment: a lens of distributed leadership

ABSTRACT Research evidence has suggested distributed leadership might help improve school outcomes, but the conceptualization and operationalization of distributed leadership itself remain inconsistent, and the evidence of distributed leadership on many school outcomes is far from complete. This research used the multi-country 2013 Teaching and Learning International Study data to reveal how variations in principal, management team, and teachers’ leadership in three primary school leadership functions are associated with teacher professional collaboration, teacher job satisfaction, and teacher organizational commitment. The study investigated multi-dimensional associations using a three-level Structural Equation Model, and found teacher reported shared decision-making was significantly and positively related to all interested outcomes. While using the distributed leadership operational variables, which emphasized the variations in each leader unit’s leadership and managerial roles, this study found practically, management team leadership in instructional management and teacher development, and teacher leadership in teacher development were associated with desired teacher collaboration and teacher attitudes.

واقع توظيف القيادة الرقمية في التعليم عن بعد وإدارة الأزمات الطارئة لدى قادة المدارس الابتدائية في مدينة مکة المکرمة (التصور المقترح)

هدف البحث إلي معرفة أبعاد القيادة الرقمية للمديرمن حيث (القيادة الرشيدة الحکيمة، ثقافة التعلم في العصر الرقمي، التميز في الممارسة المهنية لقادة المدارس، المواطنة الرقمية). ووضع تصور مقترح لتوظيف القيادة الرقمية في التعليم عن بعد وإدارة الأزمات الطارئة لدى قادة المدارس في المرحلةالابتدائية بمدينة مکة المکرمة. اعتمد البحث على المنهج الوصفي للتوصل الى نتائج البحث؛ تکون مجتمع البحث من جميع قادة المدارس الابتدائية بمدينة مکة المکرمة؛ وتکونت عينة البحث من (50) مديرا، استخدم البحث الاستبانة کأداة لجمع المعلومات اللازمة عن البحث؛ حيث اشتملت الاستبانة على (26) فقرة، والمتمثلة بأبعادها الأربعة الأتية: (1) القيادة الرشيدة الحکيمة. (2) ثقافة التعلم في العصر الرقمي. (3) التميز في الممارسة المهنية. (4) المواطنة الرقمية. تم استخدام الأساليب الإحصائية الآتية: التکرارات والنسب المئوية والرتب، والمتوسط الحسابي (Mean)، ومعامل ألفا کرونباخ (Cronbach,sAlpha)، وتوصل البحث إلى أن هناک تفاوتا في موافقة أفراد العينة على عبارات الاستبيان فيما يتعلق ببعد القيادة الرشيدة الحکيمة، حيث تراوحت المتوسطات ما بين (3.37: 2.58من 4) وهي متوسطات تشير إلى الإستجابة (أوافق بشدة، أوافق)؛ وأن هناک تفاوتا في موافقة أفراد العينة على عبارات الاستبيان فيما يتعلق ببعد ثقافة التعلم في العصر الرقمي، حيث تراوحت المتوسطات ما بين (3.3: 2.84من 4) وهي متوسطات تشير إلى الإستجابة (أوافق بشدة، أوافق)، وأن هناک تفاوتا في موافقة أفراد العينة على عبارات الاستبيان فيما يتعلق ببعد التميز في الممارسة المهنية لقادة المدارس، حيث تراوحت المتوسطات ما بين (3.30: 2.76من 4) وهي متوسطات تشير إلى الإستجابة (أوافق بشدة، أوافق)، وأن هناک تفاوتا في موافقة أفراد العينة على عبارات الاستبيان فيما يتعلق ببعد المواطنة الرقمية، حيث تراوحت المتوسطات ما بين (3.28: 2.96من 4) وهي متوسطات تشير إلى الإستجابة (أوافق بشدة، أوافق). بالإضافة إلى وضع تصور مقترح لتوظيف القيادة الرقمية في التعليم عن بعد وإدارة الأزمات الطارئة لدى قادة المدارس في المرحلة الابتدائية بمدينة مکة المکرمة. ويوصي البحث بأن يکون المدراء أکثر وعيا بالکيفية التي تزيد من تحسين التکنولوجيا الخاصة بهم، والترکيز المستقل للتکنولوجيا في الإدارة والقيادة. کلمات مفتاحية: واقع- توظيف- القيادة الرقمية- التعليم عن بعد- إدارة الأزمات- قادة المدارس الابتدائية - مکة - السعودية- التصور المقترح. Abstract: The aim of the research is to know the dimensions of digital leadership for the director, in terms of (wise leadership, learning culture in the digital age, excellence in the professional practice of school leaders, digital citizenship). And a proposed scenario was developed to employ digital leadership in distance education and emergency crisis management for primary school leaders in the city of makkah almukarramah. The research relied on a descriptive approach to arrive at the research results.The research community consisted of all the leaders of schools, at the primary level, in the city of makkah almukarramah. The research sample consisted of (50) managers. The research used the questionnaire as a tool to collect the necessary information about the research. Where the questionnaire included (26) items, represented by the following four dimensions: (1) Wise leadership. (2) Learning culture in the digital age. (3) Excellence in professional practice. (4) Digital citizenship.The following statistical methods were used: frequencies, percentages, and ranks, the mean, and the Cronbach alpha coefficient ( Cronbach, sAlpha). The averages ranged between (3.37: 2.58 out of 4), which indicate the response (strongly agree, agree); And that there is a discrepancy in the approval of the respondents with the statements of the questionnaire regarding the dimension of the learning culture in the digital age, as the averages ranged between (3.3: 2.84 out of 4), which are averages indicating the response (strongly agree, agree), and that there is a disparity in approval.The sample members, according to the questionnaire statements, regarding the dimension of distinction in the professional practice of school leaders, where the averages ranged between (3.30: 2.76 out of 4), which are averages indicating the response (strongly agree, agree), and that there is a variation in the approval of the sample members. Questionnaire phrases, in relation to the digital citizenship dimension, where the averages ranged between (3.28: 2.96 out of 4), which are averages indicating the response (strongly agree, agree). In addition to developing a proposed vision for employing digital leadership in distance education and emergency crisis management among primary school leaders in the city of makkah almukarramah.The research recommends that managers be more aware of how to further improve their own technology, and an independent focus of technology in management and leadership. Key words: Reality - Employment - Digital Leadership - Distance Education - Crisis Management – Primary School Leaders –Makkah- Saudi Arabia - Proposed visualization.

Leadership and competition in the age of public and private school markets

PurposeThe article deals with competition between primary schools in Berlin. The focus is on the perception of competition and the process of student selection – despite school law restrictions for primary state schools. The aim is to find out whether and in what way primary school leaders perceive a competitive situation and how they act in view of second-order competition.Design/methodology/approachBerlin primary school leaders' statements were analyzed, which were collected and evaluated using quantitative and qualitative methods.FindingsResults show that schools with a good reputation are more likely to benefit from competition because a good reputation may increase the demand for spots at that school and may enable the school to select “desirable” students. State school leaders are more limited in their actions, while private school principals are more autonomous and are better able to make a match between a school's orientation and families' ideas.Research limitations/implicationsThe study is limited by its small sample size, yet it provides a basis for further research and gives much needed attention to selection processes at primary schools in Germany.Originality/valueThis is one of a few studies looking at the perspectives of primary school leaders regarding the competitive situation and in particular the selection of students.

Leadership Styles for Leaders of Governmental Primary Schools and its Relationship with Effective Communication from Female Teachers' standpoint in Jeddah Governorate: الأنماط القيادية لقائدات المدارس الابتدائية الحكومية وعلاقتها بالتواصل الفعال من وجهة نظر المعلمات في محافظة جدة

The study aimed to identify the relationship between leadership styles of government primary school leaders in Jeddah Governorate and its relationship with effective communication from the point of view of female teachers. A quantitative, descriptive, analytical approach and questionnaire were used as a study tool, distributed to a sample of (706) female teachers. The result of the study came as follows: The overall instrument obtained an average (3.71 out of 5), with a degree of approval (large) and at the level of styles, the (participatory) democratic styles obtained the highest average (4.03), followed by the autocratic (dictatorial) styles with an average of (3.78), both of which with a degree of practice (large), and finally the chaotic (permissive) style; Average (3.32) and degree of practice (medium). As for the styles of communication, Oral communication obtained the highest average (3.75 out of 5), followed by styles of communication through symbols, movements, and expressions with an average of (3.41), both with a degree of practice (large). It was also shown that there were no statistically significant differences between answers according to the variable of academic qualification, while I found that according to the variable of years of experience (more than 20 years) the average arithmetic higher than other categories of experience. Finally, the correlation coefficients between its were equal (0.814), which is a high positive value and statistically significant function. Based on the results, the researcher presented a set of recommendations, including: The necessity from the Ministry of Education to strengthening the practice of democratic (participatory) style in general education schools, and organizing more training courses and workshops to develop the skills of leaders in The field of participatory leadership, providing more opportunities for female teachers to express opinions and advice, such as participation in developing curricula and the school environment.

Investigation of Shared Leadership and Organizational Commitment in Primary and Secondary Schools: Malatya Case

<p style="text-align:justify">Shared leadership enables employees to develop positive feelings for their organizations and themselves. Especially, their devotional feelings and behaviours towards their organizations increase with the sharing of leadership. In this study, the shared leadership of the school and the organizational commitment levels of the teachers, their relationship with each other and the predictive status were examined. This study is a research within relational survey model. The data of the research were collected from 512 teachers in primary and secondary schools in Malatya districts of Turkey in the 2019-2020 academic year. The data were collected through the Shared Leadership Scale and the Organizational Commitment Scale of Teachers. For the analysis of the data, t-test, ANOVA test, correlation and regression analyzes were performed. According to the results of the research, shared leadership and organizational commitment levels in primary and secondary schools are high. There is a positively significant and moderate correlation between the shared leadership of the school and the organizational commitment of teachers. Shared leadership in primary and secondary schools positively and significantly predicts teachers' organizational commitment. For this reason, in order to increase the organizational commitment of teachers; it is important to create a sharing school life, in order to support teachers for the purposes of the organization and to include them in decision-making processes. According to the results obtained, it is recommended that young teachers with lower organizational commitment be given more duties, powers and responsibilities.</p>

Perceptions of Foundation Phase Teachers on Principals as Literacy Leaders in Selected Primary Schools

The bleak picture of South Africa’s poor learner performance in international tests is perceived to be linked to ineffective literacy leadership in primary schools. This paper therefore explores the perceptions of foundation phase teachers on principals’ capacities as literacy leaders. For this paper, literacy leadership is limited to two facets: instruction and assessment. As such, the study explored teachers’ perceptions on principals as leaders in these two aspects. As custodians of the literacy curriculum, teachers possess a wealth of knowledge on instruction and assessment practices. It seems that this rich knowledge and classroom experiences are sometimes untapped into or ignored, which would seem strange and unfortunate. If utilised to the maximum, teachers’ knowledge and expertise could contribute immensely to improve literacy practices. This exploratory qualitative study employed a multiple-case study design and was conducted with 35 teachers from four schools in the Mangaung district of Bloemfontein’s Free State Department of Education (FSDOE). The study sample was purposefully selected and data were collected through open-ended questionnaires. Thematic analysis was employed to make sense of the data, and the findings disclose that teachers hold conflicting views regarding their principals as literacy leaders. Although some noble leadership practices were underscored, especially regarding internal moderation processes, the general impression was that principals’ literacy leadership skills are lacking. This study has highlighted the need for a greater focus on subject‑specific leadership in general, but more so for literacy specifically.  https://doi.org/10.26803/ijlter.19.7.1

Policy Implementation Performance of Primary School Leaders in Malaysia: An Exploratory Factor Analysis

The aim of this study is to develop a scale for assessing the policy implementation performance of public primary school leaders in Malaysia. The “Implementation Leadership Scale (ILS)” by Aarons, Ehrhart and Farahnak (2014) and part of the “Teacher’s Competency Scale” by Ghafar (2015) were adapted and customised to suit the context of the study in measuring school leaders' policy implementation performance. The respondents were 228 senior primary school leaders who included headmasters and senior teacher assistants in three categories: academic, student affairs, and co-curriculum. Clustered random sampling was used to select the respondents. Results of the exploratory factor analysis (EFA) revealed six underlying components of policy implementation performance with 38 indicators, the first four of which are proactive, knowledgeable, supportive, and perseverance implementation leadership. The last two components are ability to perform and standard of performance. Evidently, the six components explained 65.1% of the total variance. The reliability of the policy implementation performance construct was 0.95, while that of other constructs ranges from 0.79 to 0.89. In addition to contributing further insight to the current literature on policy implementation performance, the results also provide a reliable source of information to researchers and professional practitioners of educational policies for future research in policy implementation performance. Keywords: Educational policy, policy implementation, policy implementation performance, implementation leadership, scale development

Put Your Big Girl Knickers on! The Experiences of Two Female Leaders in New Zealand Primary Schools Turning Schools Around

This chapter examines the experiences of two female leaders in New Zealand state primary schools and their experiences of turning their schools around. Leading schools through times of change and challenge is complex, especially when issues of school underperformance and student achievement are intertwined. In some instances, such circumstances result in educational authorities imposing an intervention such as a ‘turnaround’ program. Each year a small number of New Zealand schools are considered ‘underperforming’ and require external leadership assistance, usually from the Ministry of Education. This support is implemented through a statutory intervention mechanism aimed to address underpinning issues such as governance and leadership matters, low student academic achievement, issues of finance, and student and staff safety and wellbeing (Ministry of Education, 2017). While statutory interventions have been enacted in New Zealand since 1994 as a mechanism to ‘turn a school around’, there is little research about what this experience is like for educational leaders in primary (elementary) schools, or how it affects their professional and personal lives. Within the turnaround school literature, educational leaders are often positioned as ‘heroic leaders’, usually male, seeking to change the school’s climate and culture. However, there is little literature discussing how female educational leaders approach school recovery processes. With sparse acknowledgement of the effects this work has on a leader's professional and personal life, it is within these spaces that this research on female leaders’ experiences is situated. This study was part of a doctoral research project undertaken in 2016 to explore New Zealand primary school leaders’ perceptions and experiences of working to turnaround schools and addressing complex and challenging circumstances within their schools and communities. Using Dewey’s theory of experiences, the professional and personal experiences of two female leaders’ leading such schools are focused on to understand how their leadership is, in Clandinin and Rosick’s (2007) terms, constituted, shaped, expressed and enacted. The research revealed the professional and personal struggles both women encountered in their journey to turn their schools around, and contributes critical findings to the research focused on women’s experiences when turning schools around.

Experiencing Transformation of Professional Identity: From Teaching to Leadership in a Small Rural Primary School in Cyprus

The study used the Clarke and Hollingsworth (2002) model on teacher professional growth to investigate the changes and the transition of professional identity when a deputy head teacher was appointed as an acting head teacher in a small rural primary school in Cyprus. The head teacher had no previous experience in headship, and did not receive any training or followed an induction course to the job. The goal of the study was to identify ways to support novice acting head teachers for effective leadership in the complexities of small primary schools. Data was collected through diary notes and semi-structured interviews using thematic analysis of qualitative data. The analysis revealed the importance of the interaction between the external stimuli and information through informal professional learning in the role set and the personal knowledge and previous experience. Feelings of isolation as the main outcome of this experience enabled changes in leadership practice through enactment and reflection. The teacher’s suggestions for a professional learning program could be the contribution of her personal experience on the educational context.

Headmaster’ transformational leadership style, teachers’ organizational commitment and job satisfaction

In this technological era educational institution, facing many challenges to improve the performance of the institutions through successful leadership behaviors. The effective leaders play an essential and important role in accomplishing the target goals for the betterment of organizations through making subordinates committed and satisfied with their jobs. The aim of this quantitative study is to investigate the impact of Headmasters’ transformational leadership style on teachers’ organizational commitment and job satisfaction and to find the impact of organizational commitment as a mediator between the relationship of transformational leadership and job satisfaction in Primary Tamil Schools in Kedah State. The measuring instruments used in the study were Multifactor Leadership Questionnaire (MLQ Form 5X) developed by Bass & Avolio , The three-Component Model (TCM) survey for organizational commitment developed by Meyer & Allen .Job Satisfaction Survey developed by Spector.

تنمیة القیادة لدى معلمی المدارس الإبتدائیة بجمهوریة مصر العربیة فی ضوء القیادة المتوازنة Developing Leadership of primary schools, teachers in Arab Republic of Egypt in the light of Balanced Leadership

يعد مفهوم قيادة المعلم مصدر أمل لمستقبل مهنة التدريس، فمن خلال التعاون والعمل معا يمتلک القادة المعلمين ومديريهم، وأقرانهم القدرة على خلق بيئة مناسبة لنمو المعلمين مهنيا لضمان تنمية معرفتهم، ومهاراتهم، وقيمهم للنجاح في المجتمع العالمي سريع التغير. وتعرف قيادة المعلم Teacher Leadershipعلى أنها الممارسة التي يؤثر من خلالها المعلمون بشکل فردي وجماعي على زملائهم، مديريهم، وباقي أعضاء المجتمع المدرسي لتحسين ممارسات التدريس وزيادة تعلم وانجاز الطالب. وتلعب القيادة المدرسية بالمدارس الإبتدائية دورا هاما وحيويا في تنمية القيادة لدى المعلمين بإعتبارها مشارکة مهارية واسعة في عمل القيادة، الأمر الذي يتطلب معه تبني إطار عمل يهدف إلى تزويدهم بمدخل متوازن من المعرفة والمهارات التي يحتاجونها للتأثير بنجاح على انجاز الطلاب، أو ما يعرف بالقيادة المتوازنة. تعرف القيادة المتوازنة Balanced Leadership بأنها: ذلک النمط القيادي الذي يدعم ارتباط مجموعة من السلوکيات القيادية الشاملة، والتي يمکن أن تساهم في تطوير المديرين لمهارات ومعرفة متنوعة وواسعة وإستخدامها بفاعلية في تنمية القيادة لدى معلميهم بشکل يضمن تحقيق انجاز طلابي عالي، وإحداث التغيير المطلوب بمدارسهم. وبناء على ذلک تمثل الهدف الرئيسي للبحث في التوصل إلى مجموعة من الإجراءات المقترحة لتنمية القيادة لدى معلمي المدارس الإبتدائية بجمهورية مصر العربية في ضوء القيادة المتوازنة، وتحقيقا لهذا الهدف اعتمد البحث على المنهج الوصفي، والذي بمقتضاه تم معالجة الموضوع وفقا لثلاثة خطوات رئيسة، تضمنت الخطوة الأولى الإطار النظري للبحث من حيث القيادة المتوازنة بالمدارس الإبتدائية، وقيادة المعلم بالمدارس الإبتدائية، وتنمية القيادة لدى معلمي المدارس الإبتدائية في ضوء القيادة المتوازنة، وذلک من خلال تناول 3 ممارسات متعلقة بتمکين المعلمين، وقيادة التغيير، وتنمية واستدامة العلاقات داخليا وخارجيا. أما الخطوة الثانية تضمنت واقع تنمية القيادة لدى معلمي المدارس الإبتدائية بجمهورية مصر العربية في ضوء القيادة المتوازنة. أما الخطوة الثالثة تناولت إجراءات مقترحة لتنمية القيادة لدى معلمي المدارس الإبتدائية بجمهورية مصر العربية في ضوء القيادة المتوازنة. The concept of teacher leadership is considered a source of hope to teaching profession future, through cooperation and working together, teacher leaders, their principals, and colleges have the ability to develop a suitable environment for teacher professional development to insure the development of their knowledge, skills, and values to success in the global changeable world. Teacher leadership is defined as these practices through which teacher affect individually and collectively on their colleges, principals, and the rest of school community members to improve teaching practices, and increase student learning and achievement. Primary School leadership plays a vital role in developing leadership of teachers as a wide skillful participation in leadership work. Thus required adapting a framework aims to provide them with a balanced approach of knowledge, skills they need to affect student achievement successfully, which is called balanced leadership. Balanced leadership is defined as a leadership style that support the connection of a group of comprehensive leadership practices which may help principals in developing their knowledge, skills, and use it effectively in developing leadership of their teachers in a way that insure achieving student high achievement, and making the needed change in their schools. Thus, the main goal of this research is to reach to a group of suggested procedures to develop leadership of primary schools, teachers in Arab Republic of Egypt in the light of Balanced Leadership, to achieve this goal the research depended on the descriptive methodology through which the research issue was handled according to three main steps: the first one included theoretical framework around balanced leadership and teacher leadership in primary schools, developing leadership of primary schools in the light of balanced leadership through three practices( teacher empowerment, change leadership, developing and sustaining relationship . As for the second step, included the reality of developing leadership of primary schools teachers in Arab republic of Egypt in the light of balanced leadership. Finally the third step included a group of suggested procedures to develop leadership of primary schools, teachers in Arab Republic of Egypt in the light of Balanced Leadership.

Motivating teachers’ commitment to change through distributed leadership in Chinese urban primary schools

PurposeUnderstanding the relationship between distributed leadership and teachers commitment to change in the Chinese urban primary school context was the purpose of this study.Design/methodology/approachQuantitative research method is used in this study. For ensuring comprehensiveness, this research employed a random sampling method. This study took place in Chinese urban primary schools. A total of 350 questionnaires were circulated, 318 questionnaires were returned, and 291 questionnaires were valid, with a response rate of 90.9 per cent and a validity rate of 91.5 per cent.FindingsThe results of path analysis indicated that various dimensions of distributed leadership, including collaboration and cooperation, responsibility and accountability, and values and beliefs, had significant effects on group competence. Collaboration and cooperation and decision making had significant relationships with task analysis. Collaboration and cooperation, responsibility and accountability, and values and beliefs had significant effects on collective teacher efficacy as a single variable.Originality/valueThese findings contribute to the understanding of educational management in the Chinese context and advance knowledge about distributed leadership theories in an East Asian context.