Leadership Roles In Education 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.

PHYSICS TEACHER COMPETENCIES TO DEVELOP EDUCATIONAL LEADERSHIP ROLES

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

A Study about Head Teachers’ Emotional Intelligence and its Effects on Teachers’ Job Performance

Introduction: This study investigates the influence of head teachers' emotional intelligence on the performance of secondary school teachers (SSTs) in the Gujranwala division of Punjab, Pakistan. Emotional intelligence is increasingly recognized as a critical factor in leadership effectiveness and organizational outcomes. Methodology: A sample of 532 SSTs was selected using multi-stage random sampling. Data were collected through two questionnaires: the Emotional Intelligence Assessment Tool (EIAT) and the Teacher Performance Evaluation Scale (TPES). Quantitative analysis techniques, including frequency analysis, correlation, and regression, were employed to analyze the data. Results/Findings: The study revealed a significant positive correlation between head teachers' emotional intelligence and the job performance of SSTs. Additionally, it was observed that female head teachers demonstrated higher levels of emotional intelligence compared to their male counterparts. Future Direction: This study highlights the importance of emotional intelligence in educational leadership and suggests that head teachers should focus on developing their emotional intelligence to enhance the performance of their teaching staff. Further research could explore additional factors influencing teacher performance and investigate interventions to improve emotional intelligence in educational leadership roles.

Women in Educational Leadership Roles in Private American Universities: A Mixed Methods Study in Beirut

Women in Educational Leadership Roles in Private American Universities: A Mixed Methods Study in Beirut

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

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

ACTUAL PROBLEMS OF GENDER MANAGEMENT IN HIGHER EDUCATION INSTITUTION

This article explores the complex issues surrounding gender management in higher education. It underlines the significance of gender equality in higher education, emphasizing its crucial role in creating a more inclusive and balanced academic environment. It discusses how addressing gender disparities in educational access, leadership roles, and campus culture can lead to a more equitable and productive academic community.
 In the article, the challenges faced by women in academia are a focal point. It discusses how women often encounter barriers to educational access, professional advancement, and equitable treatment. The article emphasizes the systemic issues that contribute to these challenges, including gender-based biases and discrimination within the academic community. The piece highlights the challenges of unequal access to education for different genders and the limited representation of women in leadership roles within universities.
 The piece advocates for integrating a gender-focused approach in managing educational institutions to ensure equality and inclusivity. It also addresses the need to combat entrenched gender stereotypes and to develop effective strategies for promoting female leadership in academia. The article serves as a resource for understanding and addressing gender disparities in higher educational contexts, emphasizing the importance of systemic change to foster a more equitable academic environment.

Rooted in justice: one Black woman’s unique, intersectional educational leadership journey

ABSTRACTHistorically, there remains an underrepresentation of Black women in and en route to the highest levels of organisational leadership. The divide is all the more pronounced in the field of education, one in which women represent a large share of the community. Particularly relevant for Black women is the incongruence between their heightened educational attainment levels compared to their lower status in the organisational pecking order. To advance both theory and research in this domain, social justice leadership theory (SJLT) serves as the framework for this paper, rooted in the context of the United States. This paper explores the multilayered journeys of Black women aspiring to and operating in senior-level leadership roles (i.e. executives, directors, and CEOs) in US-based education, highlighting the unique and intersectional experiences of one Black woman educational leader. Indeed, there is a need to increase collective consciousness about the impact of leadership cultures on Black women, their experiences, their personal and professional choices, and the ensuing ramifications. In addition, the education leadership sector can benefit from the advancement of more research and theory development relevant to the progression of Black women educational leaders in the United States.

PEMBINAAN AKHLAK MULIA SANTRI PONDOK PESANTREN API AL RIYADLOH KABUPATEN SEMARANG

This research aims to describe the unique phenomenon of fostering noble character at Pondok Pesantren API Al Riyadloh using a qualitative descriptive approach. Involving observation techniques, semi-structured interviews, and documentation, the researcher sought data to identify forms of moral development, such as exemplification, exercises, advice, discipline, praise, and sanctions. The validity of the data was tested using source and technique triangulation. The results indicate that moral development at Pondok Pesantren API Al Riyadloh employs various methods, including exemplification, exercises, and advice as means of internalizing moral values. Discipline, praise, and sanctions are used as instruments for supervision and character formation. Factors supporting moral development include the students' awareness of religious values, their backgrounds, and the leadership roles of the Kiai and teachers. On the other hand, the hindering factors involve the students' egos and their surrounding environment. Student awareness is considered the primary foundation, while individual backgrounds and the role of educational leaders play a crucial role in the development process. This research provides a deep understanding of the dynamics of moral development in Islamic boarding schools, highlighting challenges and potential for further development in the education of moral values.

Confronting the disadvantage gap: the challenges to transformative leadership in a high-stakes assessment system

ABSTRACT Students with low socio-economic status (SES) often have lower levels of academic achievement. In England, various UK governments have sought to address this disadvantage gap through reforms to national large-scale assessments, school accountability mechanisms, and educational governance structures. While scholarly research highlights the important mediatory role of educational leaders in policy implementation and student performance, typologies of successful leadership tend to emphasise ‘what works’ at the organisational level. Conversely, theories of transformative leadership acknowledge that efforts to provide an equitable education are related to, and should address how to transform, wider social power structures. With an abductive methodology, this qualitative study explores the experiences and perspectives of three academy headteachers in their work with the most disadvantaged students in their school communities. Semi-structured interview data were analysed thematically to evaluate whether and how their leadership practices might be considered transformative. The findings suggest that these headteachers are mostly transformative at the individual level which aligns with the current UK government social mobility agenda. Moreover, despite their courage to promote equity of opportunity, transformative leadership is restricted by government cuts to public expenditure, a high-stakes accountability system focused on students’ academic performance, and the limited political capital of students and headteachers.

Challenges Facing Women in School Leadership Positions: At Community Schools in Lalitpur Nepal

Women's leadership in education, particularly in the role of women head teachers, plays a pivotal role in advocating for women's rights and fostering inclusive development. However, women in school leadership positions encounter substantial obstacles stemming from cultural, economic, and social factors. This study's primary objective is to delve into the perceptions and experiences of women headteachers concerning the multifaceted challenges they confront while leading community schools in the Lalitpur district of Nepal. To accomplish this, in-depth interviews will be conducted with three women head teachers representing different community schools. Despite the evolving landscape, Nepal still grapples with the prevailing perception of women as second-class citizens. Furthermore, state laws have not entirely rectified these societal disparities, particularly within educational leadership roles. In many instances, women in school leadership positions do not receive the encouragement they deserve, and they often face bias, where they are seen as inferior to their male counterparts. The complex challenges and disparities faced by women in educational leadership underscore the need for further research to comprehensively understand the issue, given the potential diversity of perspectives within Nepalese society.

Learning the value of additional learning

After what I’ve affectionately referred to as a bit of a “gap year,” I’m back working in higher education campus safety fulltime. While I’ve been able to enjoy the opportunity to venture into some select security consulting and assessment work during this time, I’ve remained confident that I would like to re‐engage within a leadership role once more in higher education. In particular, I knew I’d like to re‐engage with a leadership role in higher education within a public safety department, perhaps to include the familiar concurrent oversight of parking, emergency services management, and special events security.

A practical model of faculty development in medical education: make it accessible, versatile, and easy to use!

Faculty development programs should offer transformative resources and prioritize the needs of the faculty. If faculty face difficulty in accessing such programs, the potential impact of the resources may be limited. To alleviate such issues, we designed a faculty development program that is available to anyone at any time in any configuration. By allowing faculty to choose from a diverse range of medical education topics based on their interests and needs, they may promptly apply crucial concepts in their teaching and education leadership roles. Faculty members can engage in personalized professional development, enhance their teaching practices, and ultimately foster their professional growth. Also, program coordinators and administrators can seamlessly integrate our resources into any existing faculty development program, serving as self-study materials, resources for existing programs, or a stand-alone curriculum with high accessibility, versatility, and ease of use.

Leadership in Online Education: A Scoping Review

Over the last two decades, we have witnessed a growing interest in online learning. There is an increased focus on online education research due to the COVID-19 pandemic, as the crisis led to online education platforms becoming a necessity for educationists and students. This article reviews online education, purely, in the context of leadership. Past reviews have focused on concepts surrounding online learning such as technology, pedagogy, and student satisfaction. However, limited attention has been drawn to leadership exclusively in relevance to online education. The scoping review analyses 63 articles published between 2002-2022 to answer two research questions. First, what are the research concepts, theories, models, and frameworks operationalized in the publications within this topic domain? Second, who are the stakeholders and leaders identified in literature? Through synthesizing alternative research perspectives in the field of leadership, education, and information and communication technology (ICT), this review identifies four categories of research literature relevant to the topic domain. Following themes emerged from the analysis of the publications: impact of leadership on online education; student experience in an online leadership programme; impact of online education on leadership development of actors in an online education setting; and perception of leadership in an online education setting. Based on the review, an agenda is proposed for future research to enhance our understanding of the role of leadership in online education and elucidate the relationship between leaders and online learning in educational institutions. A lack of focus on the key leaders in the existing literature is made apparent, and further empirical research is recommended. This review makes a theoretical contribution by consolidating existing research in leadership in online education through the synthesis categories and identifying future research pathways. The findings have practical implications for leadership in online education in educational organizations through identification of stakeholders and the entities in leadership positions.