Leadership Learning Research Articles

Ethical leadership in the Netherlands: testing the broader conceptualization and measurement scale

PurposeThis paper aims to validate a broader conceptualization of ethical leadership and a matching measurement scale (BELS) using survey data from 909 public servants in leadership positions in the Netherlands.Design/methodology/approachThe confirmatory factor analysis (CFA) (using AMOS) and exploratory factor analysis were carried out with repeated CFA. A social desirability scale was used to check for model fitness.FindingsOur findings support the notion that ethical leadership is broader in conceptualization and hence reject the theories that limit the role of ethical leaders within the confines of organizations. This study confirms that attributes like sustainability, leadership learning, ethical competency, diversity and resilience are part of ethical leadership. Such characteristics could not be measured with previous scales for ethical leadership. Also, ethical leadership is not separate from associated leadership styles.Research limitations/implicationsA self-assessment scale for leaders was used for this study. Although there is no indication of social desirability bias, future research can also focus on follower assessments of their leaders. This study only focuses on the public sector context only.Practical implicationsOur results suggest that ethical leadership contains more subvalues than in the seminal definition. This study has, therefore, corroborated a broader definition of ethical leadership.Originality/valueThis study indicates the need for ethical leadership to be studied and assessed using a broader conceptualization and measurement scale.

Promising Practices for Leadership Development: Exploring a Collaborative Professional Learning and Coaching Program

<p>Given the substantial impact school leaders have on school improvement, the imperative for continuous professional learning for leaders is evident. In this two-year action research study, researchers collaborated with a school division, forming a research-practice partnership, to design and explore a collaborative professional learning and coaching program. The primary objective of this program was to align with local leadership standards and foster leadership development. The central research question was: How does implementation of a collaborative professional learning and coaching program contribute to leadership development? Data were collected from district and school leaders and included pre and post surveys, interviews, and focus groups. The findings of this study indicate that district leadership practices show promising potential in fostering inservice opportunities for leadership development. These practices include the following: (a) ensure programs are sustained with a consistent focus, (b) utilize collaborative learning approaches, (c) assess growth through reflection and feedback, and (d) use action research to support continual improvement. This study aims to provide valuable insights to school districts and researchers regarding the implementation of sustained and job-embedded professional development for school leaders, with a specific focus on leadership development.</p>

Patterns in Clinical Leadership Learning: Understanding the Quality of Learning about Leadership to Support Sustainable Transformation in Healthcare Education

Frontline doctors’ clinical leadership (CL) is key to addressing healthcare sustainability challenges. Research shows CL requires professional learning. Significant investments into CL development notwithstanding, little evidence exists of how frontline clinicians learn leadership, highlighting an educational sustainability challenge. We propose a fundamental constitutive step towards understanding CL professional development (PD) through theorising and analysing CL-learning mechanisms and their association with clinicians’ leadership competences required for sustainable healthcare development. This mixed-methods study developed a concept of leadership learning patterns to assess doctors’ learning processes associated with sustained innovation. It analysed a post-course dataset of past participants of a CL-PD course (N = 150) and a pre-post dataset of an online CL-PD (N = 34). EFA demonstrated a reasonable factor model for the Leadership Learning Inventory, measuring two dimensions of doctors’ leadership learning patterns: Meaning-oriented and Problematic learning. Qualitative and quantitative analyses showed that Meaning-oriented learning increased significantly during CL-PD and is linked with sustainable leadership competences. This study suggests that the concept of leadership learning patterns is useful for evaluating the quality of clinical leadership learning processes during PD. It offers a conceptually and empirically sound way to assess clinical leadership learning involved in sustainable healthcare improvement, and the sustainability of educational interventions to support it.

How teaching about peace and conflict in Northern Ireland reformulated our leadership teaching and learning philosophy.

In this reflective article, we offer innovative approaches to creating opportunities for leadership learning through questioning the intentions versus impacts of leading short-term study abroad courses. We consider the critical relevance of approaching a course like this from a learning disposition-recognizing our roles as learners, as well as facilitators of learning. We note the impacts of hegemony and identity, the effort and skills of dialoguing across difference, the complexities of constructive ambiguity, and the necessity to be adaptable as we navigate liminal spaces, concepts, and efforts for peace leadership. In the end, although this was a brief, 10-day experience, we came to realize our entire outlook on facilitating leadership learning shifted to recognize and grapple with these complexities.

Organizing leadership education and learning for liberation.

This article offers key considerations regarding how leadership educators can alter their relations with institutions and campus community members (e.g., students, faculty, staff) to align with and advance liberatory struggles. The article also explores the drawbacks and contradictions of institutionalizing liberation within leadership learning and education spaces in colleges and universities. The author underscores the significance and immediacy of establishing spaces and advancing discourse outside the contours of institutional higher education where individuals, in collaboration and solidarity, can rehearse, plan, organize, and study the path toward collective liberation and the creation of an otherwise world that has yet to exist.

How students learn to lead in pre- and early-career experiences.

This study illuminates the leadership experiences of undergraduate business students undertaking a 1-year work placement. Semi-structured interviews and reflective journals were used to explore the students' leadership experiences before and during their placement. Through reflection on these experiences, students were able to make sense of their own leadership learning as well as develop their leadership identity. A main contribution of this study has been the formulation of a theoretical model that fully acknowledges prior lived experience, and the multi-layered and complex process of leadership identity development.

Foundational Leadership and Organizational Wellness (FLOW) Model: Designing leadership learning for individuals and organizations.

This article shares the foundational leadership and organizational wellness (FLOW) model, which is a leadership development model that seeks to better understand the relationship between individual leadership development and organizational development and wellness. The model is presented as a whole, followed by deep exploration by each piece of the model undergirded in existing scholarship and practical discussion throughout. Implications for practice and future research are shared to conclude the article.

Building a foundation for socially just peer leaders.

Peer leaders have shown a significant impact in the support they offer their peers. Due to this, many institutions have increased the initiatives that peer leader are utilized in to strengthen student experience and development. However, even though social justice has grown as a priority in higher education, many peer leaders do not experience any type of social justice training throughout their development. In this qualitative study, peer leaders of all types were interviewed to explore how they currently serve as socially just leaders and what support they are looking for from their institution to help them feel prepared as socially just leaders. This research is explored through the culturally relevant leadership learning model as we look at the support that peer leaders offer their institution, the impact peer leaders can have as socially just leaders, and the support that can be provided by institutions for socially just peer leader development.

The Role of Private School Principle in Elementary Schools in Implementing Sekolah Penggerak

The Sekolah Penggerak program is designed to enhance educational outcomes through structured support for principals, school supervisors, and teachers. This study aims to delineate the role of elementary school principals in fostering independent learning via enhanced learning processes within the Sekolah Penggerak framework. This qualitative study employed a phenomenological design to explore the perspectives of various stakeholders. Participants included school principals, eight teachers, two supervisors, and ten students. Data were collected through Focus Group Discussions (FGD), interviews, observations, and document analysis. The credibility of the data was ensured through dual triangulation methods: source and method triangulation. Data analysis followed a three-step inductive process: data reduction, data display, and verification, concluding with the synthesis of findings. Findings highlight two principal aspects of the Sekolah Penggerak program: (1) the pivotal role of the principal in enhancing the school ecosystem and (2) the principal’s leadership in activating school human resources as learning leaders. The study emphasizes the importance of In-House Training (IHT) activities, which are pivotal in increasing teacher capacity and include differentiation learning, mapping of children’s learning needs, reflective practices, and follow-up actions based on reflective outcomes. The results underscore the effectiveness of principal-led initiatives in supporting flexible and targeted learning enhancements. Through the strategic use of IHT, principals play a crucial role in both improving teaching practices and ensuring the active involvement of the entire learning community in achieving comprehensive educational goals. The Sekolah Penggerak program significantly contributes to the professional development of educators and the operational optimization of schools, affirming the crucial role of leadership in achieving educational excellence.

STRATEGIC LEADERSHIP OF SCHOOL HEADS AS DETERMINANT OF ORGANIZATIONAL LEARNING OF PUBLIC SECONDARY SCHOOLS IN PANABO CITY DIVISION

The study explored the relationship between strategic leadership of school heads and organizational learning in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of strategic leadership of school heads that significantly influenced organizational learning. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was an extensive strategic leadership of school heads and an extensive organizational learning. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of strategic leadership of school heads were found to have significantly influenced organizational learning. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads in strengthening their strategic leadership to ensure the attainment of organizational learning. More so, future researchers may further explore the involved variables considering other factors and research methods. KEYWORDS: Strategic leadership, organizational learning, Panabo City Division, Philippines

AI-powered Leadership in Moroccan Organizations: An Integrative Literature Review

This integrative literature review (ILR) examines how we can exploit AI to enhance organizational leadership in Morocco, where there is a notable lack of awareness among leaders and IT policymakers about the revolutionary potential of AI-powered leadership. This ILR aims to address this knowledge gap by looking at the application and impact of strategic analytics and adaptive machine learning management in critical industries such as banking, healthcare, tourism, manufacturing, and logistics. These AI-driven techniques get value for their ability to alter leadership by improving Moroccan decision-makers capacities in driving competitiveness and organizational sustainability. The review thoroughly illuminates the power of AI-driven leadership, which Strategic Analytics and Adaptive Machine Learning Management trigger. The study's conceptual framework revolves around four key pillars: AI, strategic analytics, leadership, and adaptive machine learning management. This ILR employs inclusion and exclusion criteria, data extraction, data analysis and synthesis, and conceptual mapping to ensure the rigor and comprehensiveness of the research material. The findings of this ILR highlight the significance of implementing strategic analytics and adaptive machine learning management into Morocco's leadership practices. They illuminate the need to develop a strong leadership pipeline, conduct collaborative research, establish policy frameworks, safeguard data, foster innovation in management, and train the workforce. This review offers suggestions for forthcoming policies and practices, emphasizing the application of adaptive machine learning management and strategic analytics. These recommendations can significantly influence the practice of AI-powered leadership in Moroccan organizations and offer valuable insights for future research.

КОУЧИНГОВИЙ ПІДХІД ДО ФОРМУВАННЯ ЛІДЕРСЬКИХ ЯКОСТЕЙ МАЙБУТНІХ ОФІЦЕРІВ

The purpose of the article is to substantiate a coaching approach that ensures the effectiveness of developing leadership skills of future officers and to provide practical recommendations on the example “peer-to-peer” leadership training in higher military educational institution. The article substantiates that the coaching approach of the leadership skills formation of future officers begins with the establishment and development of relationships between cadets and instructors before providing relevant content that agrees with the stage of leadership development, learning and experience of cadets. The implementation of the coaching approach covers all areas of learning (cognitive, reflective and behavioral) through numerous forms of learning (training, role-playing, simulation games) contributing to carefully organized environment and space conductive to learning. Cadets should see the benefits of the leadership development program contributing to their personal growth. It is established that the purpose of the coaching approach is to create a positive experience for future officers. The result of the coaching approach to training is cognitive growth, development of leadership skills and sustainable behavioral change of future officers. The coaching approach is proven to be based on connection rather than content to build trust and strengthen the social structure between participants. This is done through reflection and building reflective connections that allow sharing and discussing difficult situations. It is summarized that the coaching approach offers a new perspective on leadership development by eliminating the shortcomings of traditional approaches and justifies the emergence of leadership development training programs. The coaching approach puts less emphasis on formal teaching and instead uses discussion, situation solving and emotional storytelling. Future officers develop and apply new knowledge and skills together with instructors and fellow students, developing relationships between them and creating a positive learning environment. The peculiarities of the coaching approach are considered on the example of “peer-to-peer” leadership training. Key words: future officers, cadets, leadership skills, reflection, coaching approach, training, higher military educational institutions.

Penilaian Kinerja Kepala Sekolah dalam Mewujudkan Akuntabilitas di SMPN 34 Surabaya

Assessing the performance of school principals as learning leaders is a necessity that can provide positive, constructive and productive value for school principals and schools in improving school accountability and quality. The performance assessment of school principals is carried out to provide input, guidance and professional development for school principals. The performance assessment of school principals provides information on a map of the strengths and weaknesses of each principal, as a basis for coaching, transfers, promotions and demotions. This research aims to examine how principal performance assessments are carried out in schools that implement an independent curriculum. The research method used is a case study with a qualitative approach. Data was collected through interviews, observation and documentation from SMPN 34 SURABAYA. Observations were carried out to see directly the learning process, interactions and school environment based on the independent curriculum. Documentation is carried out to collect data related to the principal's performance assessment, such as instruments, procedures, results and follow-up. The assessment of the principal's performance also involves various parties, such as teachers, students, parents, school committees and the community. The conclusion of this research is that assessing the performance of school principals as learning leaders can encourage school accountability and quality in implementing the independent curriculum.

Understanding employee experiences with technology integration in Indian industries: A qualitative study

The study explores the influence of technology utilization in the working lives of employees within Indian industries and considers the difficulties, ways, and recommendations that such a thing demands. It utilizes a qualitative research method approach to figure out the role of employees in the process of technology integration. Thematic analysis operates by detecting the prevalent motifs and ideas in the interview data, which gives an insight into the effects of technology on employee experiences. The sample distribution of the strategic defensive PSU in KGF, Karnataka, India includes representatives of skilled workers, unskilled workers and employees from the HR department. The results underline the integration of technology, adaptation strategies for employees, and challenges faced by employees, as well as things the HR professionals and organizations may need to consider in dealing with the technology. The research paper articulates this fact by calling for the combination of inclusive diversity programs, transparent leadership, and continuous learning processes to achieve the desired outcome of managing employee welfare and inequality in the digital age.

The Mediator Role of Student Engagement in the Relationship between Charismatic Leadership and Student Learning Performance

The Mediator Role of Student Engagement in the Relationship between Charismatic Leadership and Student Learning Performance

Early childhood teachers engaging with leadership narratives in policy

Educational leadership resists a unifying definition, assumption, or theory. This complexity encourages us to learn about leadership to understand its core components, underlying assumptions, and relevance for context. In Aotearoa New Zealand, policy rhetoric promotes leadership as being enacted by teachers and positional leaders. This consideration for teachers is positive but problematic, as it requires them to consider leadership in ways beyond what they feel equipped or supported to achieve. Augmenting this concern is the limited professional learning support for leadership development, especially in early childhood, and the increasing responsibility for teachers to achieve policy aspirations. To understand the rhetoric used to emphasise this responsibility, we utilise qualitative document analysis to examine the leadership narratives promoted in the Teaching Council’s Leadership Strategy and Capability Framework, from the perspectives of provisionally certificated teachers, teacher leaders, and positional leaders. Our argument suggests the leadership narratives promulgated by these texts are ambitious and raise issues of: coherence, contextualisation, and complexity. We discuss these issues in relation to support for teachers to critically engage with policy texts as important leadership learning.

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

Purpose This study aims to focus on key approaches to education for sustainability (EfS) leadership development in the context of Malaysian and Japanese universities. The authors identify key indicators of effective EfS leadership development approaches using both descriptive and inferential analyses, identify and compare the preferred leadership learning methods of academics and examine the impact of marital status, country of residence and administrative position on the three EfS leadership development approaches. Design/methodology/approach The study is quantitative in approach and survey in design. Data were collected from 664 academics and analysed using the efficient partial least squares (PLSe2) methodology. To provide higher education researchers with more analytical insights, the authors re-estimated the models based on the maximum likelihood methodology and compared the results across the two methods. Findings The inferential results underscored the significance of four EfS leadership learning methods, namely, “Involvement in professional leadership groups or associations, including those concerned with EfS”, “Being involved in a formal mentoring/coaching program”, “Completing formal leadership programs provided by my institution” and “Participating in higher education leadership seminars”. Additionally, the authors noted a significant impact of country of residence on the three approaches to EfS leadership development. Furthermore, although marital status emerged as a predictor for self-managed learning and formal leadership development (with little practical relevance), administrative position did not exhibit any influence on the three approaches. Practical implications In addition to the theoretical and methodological implications drawn from the findings, the authors emphasize a number of practical implications, namely, exploring the applicability of the results to other East Asian countries, the adaptation of current higher education leadership development programmes focused on the key challenges faced by successful leaders in similar roles, and the consideration of a range of independent variables including marital status, administrative position and country of residence in the formulation of policies related to EfS leadership development. Originality/value This study represents an inaugural international comparative analysis that specifically examines EfS leadership learning methods. The investigation uses the research approach and conceptual framework used in the international Turnaround Leadership for Sustainability in Higher Education initiative and uses the PLSe2 methodology to inferentially pinpoint key learning methods and test the formulated hypotheses.

Advancing Equity Through Instructional Leadership Teams: A Theoretical Model

While instructional inequity persists throughout U.S. schools, urban schools serving students with a wide array of out-of-school factors that affect their schooling are especially challenged to ensure that Black and Brown students receive what they need to learn as consistently as white students do. Critical race theory helps explain why this inequity exists but does not explain how educators can address it. Drawing upon this theory and our experience with school-based Instructional Leadership Teams (ILTs), we use literature on transformational change, distributed leadership, and organizational learning to propose conditions under which ILTs can be engines for instructional equity.

The Influence of Transformative Learning, Affective Commitment, Digital Transformation, Capability Dynamic, Ambidexterity, and Education Policy Toward Educational Leadership: A Case from Indonesia

Purpose: The implications of external environment changes and the presence of a new generation of students in the school to the school leadership are often overlooked. Very few studies elaborate on the need to shape educational leadership concepts and practices to deal with the changes. The study intention is to identify the influences of transformative learning, affective commitment, digital transformation, capability dynamic, and the ambidexterity to educational leadership, and to craft the educational leadership based on Indonesia context. Design/Methodology/Approach: The study is using Covariance Based Structural Equation Modelling (CB-SEM), the data is collected through a Likert based questionnaire from 271 respondents and it is processed by SPSS and AMOS. Findings: Transformative Ethics Agile (TEA) Leadership as educational leadership is influenced by Ambidexterity, transformative learning, affective commitment, and educational policy. Digital transformation and capability dynamic have insignificant influences, however ambidexterity mediating the influence of dynamic capability to TEA Leadership. Research Implications: The research contributes to renewing educational leadership concepts by putting emphasis on transformative, ethics, and agile elements. The variables that must be put into attention for leading school during changing time, specifically ambidexterity, transformative learning, affective commitment, and educational policy. The research highlights the importance of context on educational leadership. Originality/Values: The research contributes to the identification of variables that influence the effectiveness of school leadership and by doing that able to facilitate the strategy of leadership development for school management. The values of the research are on the mapping of factors contribute to educational leadership and lead the practical aspects of managing school in the changing time.

Educational Leadership and Professional Learning in Teacher Education : A Indian Perspective

Educational Leadership and Professional Learning in Teacher Education : A Indian Perspective