Middle Leaders Research Articles

Teacher and Middle Leader Perceptions of Culturally Responsive Middle Leadership Practices and Their Ability to Meet the Needs of Māori Students in New Zealand Secondary Schools

AbstractThis paper examines the self-reported culturally responsive practices of curriculum leaders (n = 53) and teachers (n = 105) from six state funded secondary schools in New Zealand. Partcipants were surveyed to examine the relationship between middle leader self-reporting of culturally responsive pedagogy (CRP) for improving Māori student engagement and teacher perceptions of those practices. School contextual factors and student academic achievement were also compared with the response ratings to understand any association between culturally responsive middle leadership and student academic outcomes. The study found that middle leaders with more experience generally reported greater confidence in their leadership of CRP. Furthermore, there was some indication that teacher perceptions of middle leader’s use of CRP practices may be higher in schools with more experienced middle leaders. However, despite the crucial role middle leaders have in supporting the use of CRP in their departments, no relation was found between the confidence of middle leaders regarding CRP and student academic achievement (155).

Middle Leadership in Irish Primary Schools: A Critical Analysis of Principals’ Perspectives

This paper shares some preliminary findings from doctoral research exploring Irish primary school principals’ views regarding middle leadership. This qualitative study used a grounded theory approach to investigating their perspectives, using interviews, observations, and extant documents. The findings reported here relate to interviews conducted with ten principals. Leadership’s centrality to quality schooling is widely recognised, but the demands of school leadership have become too vast for individual leadership. Middle leaders (MLs), situated between senior leaders and teachers, are uniquely positioned to assist with this. Their proximity to the classroom enables them to influence teaching and learning more readily than principals. But their role remains under-researched. Investigating principals’ perspectives is critical to leveraging the ML role because principals can decide its parameters and act as a barrier or support to the role.

Negotiation Strategies and Their Effect on Organizational Success: Analytical Research in The Iraqi Ministry of Industry and Minerals

Purpose: This study aims to determine the impact of Negotiation Strategies (NS) on Organizational Success(OS) in the Iraqi Ministry of Industry and Minerals. Conceptual Framework: The NS includes dimensions (cooperative strategy, competitive strategy, avoidance strategy, bargaining strategy and absorption strategy) measured by (Thomas, 2008), and OS includes dimensions (resources, organizational structure, management, process and knowledge management) measured by (Hamedi & Azimi, 2013)​. Design/Methodology/approach: The descriptive analytical method was adopted in completing the current research, on a sample of senior and middle leaders in the Iraqi Ministry of Industry and Minerals under study, which numbered (120) individuals, and they were selected using the comprehensive survey stratified sample method. Findings: We found that NS plays a positive role in achieving organizational success in the Iraqi Ministry of Industry and Minerals. NS enhances cooperation and coordination between parties within the ministry, which has led to improved operations. Thus, the main and sub-hypotheses of the research were proven correct. Research, Practical & Social implications: Identify the latest developments and fundamental ideas related to the variables of the study (NS - organizational success) to find interrelationships between the variables. Originality/value: Providing those concerned and interested with practical and theoretical information that explains the nature of the research variables, their sources and causes, the extent of their reflection on the research sample, and the extent of the interest of the researched organization (the Iraqi Ministry of Industry and Minerals) in their dimensions.

First Level Leadership in Schools: Evidence from Secondary Schools Across Australia

This article presents the results of an investigation into the phenomenon of ‘first level leadership’ in schools. The current theorization of school leadership largely includes senior and middle leaders. Yet there is evidence in schools, as well as recent research, about the existence of ‘first level leaders’. Some scholars might argue that this equates to teacher leadership, but that term is often confounded with middle leadership. First level leadership includes the efforts of teachers who hold positions of responsibility, but experience smaller spans of influence than middle leaders. The study reported here represents the initial phase of a multi-phase research program aimed at clarifying who first-level leaders are and what they do. The aim of the present study was to identify evidence of first level leadership from role descriptions, explanations of governance and leadership structures. The official websites of 675 secondary schools from all sectors and states of Australia were investigated to identify potential first level leadership positions, resulting in evidence from 87 schools. Confirmation of these positions was achieved through descriptions of responsibilities and jurisdictional documents such as role descriptions. The positions included coaches, coordinators and assistant heads. The article concludes with implications for educational leadership theory as well as policy and practices relating to developing school leaders.

School middle leadership: aspirations, identification, appointment, development and advancement

PurposeWhile current research is reporting on a crisis in school leadership aspirations and appointments, this research sheds light on the mediating factors that school middle leaders (MLs) attribute to their appointment as a leader and their aspirations to senior leadership positions.Design/methodology/approachQualitative data from a larger, mixed-method, research project were collected using an online survey completed by 2,608 MLs in a large public school system in Australia and is analysed using an inductive thematic process.FindingsThe findings suggest that MLs experience varying and non-linear career progressions and that a range of personal and professional factors impact their career aspirations. The support of an “experienced other” such as a principal, mentor or coach and strategic career planning are all important in the identification, support, development and advancement of MLs.Originality/valueThis paper contributes to the scarce body of research on middle leadership identification and aspirations. The study recommends a system approach drawn from the empirical data and associated literature that may be useful to inform policymakers, school systems and school leaders in efforts towards middle leadership identification, development and advancement.

Middle Leadership in Educational Teams: Practices and Effects on the Development of Learning Communities

In a new context of management and teaching action, framed by the organisation of the school into educational teams, middle leaders can play a key role in promoting learning communities, teacher development and improving teaching. Therefore, it seems relevant to understand the practices of these leaders that make their leadership effective. To this end, we adopted a qualitative research paradigm, operationalised through a case study, combining a quantitative and qualitative approach. Thus, we articulated data analysis processes based on descriptive statistics, which we subjected to structural and semantic analysis and interpretation, with a qualitative approach, essentially based on content analysis, to delve into some unique contexts and the perspective of individual actors. After analysing the data, we conclude that educational team coordinators play a fundamental role in facilitating the interpersonal characteristics of learning communities, involving teachers in a more collaborative and collegial working environment. However, their role in facilitating teacher learning is weaker, which hinders their contribution to deepening teacher learning and changing classroom practices.

Middle Leadership in Educational Teams: Practices and Effects on the Development of Learning Communities

In a new context of management and teaching action, framed by the organisation of the school into educational teams, middle leaders can play a key role in promoting learning communities, teacher development and improving teaching. Therefore, it seems relevant to understand the practices of these leaders that make their leadership effective. To this end, we adopted a qualitative research paradigm, operationalised through a case study, combining a quantitative and qualitative approach. Thus, we articulated data analysis processes based on descriptive statistics, which we subjected to structural and semantic analysis and interpretation, with a qualitative approach, essentially based on content analysis, to delve into some unique contexts and the perspective of individual actors. After analysing the data, we conclude that educational team coordinators play a fundamental role in facilitating the interpersonal characteristics of learning communities, involving teachers in a more collaborative and collegial working environment. However, their role in facilitating teacher learning is weaker, which hinders their contribution to deepening teacher learning and changing classroom practices.

Understanding Middle Leaders' Distributed Leadership Factors as Necessary and Sufficient Conditions for Fostering Teacher Commitment to Change

ABSTRACTThis study aims to examine which middle leaders' distributed leadership factors (cohesive leadership team, participative decision‐making, leadership support and leadership supervision) are sufficient and to what degree these four factors are necessary for fostering high teacher commitment to change (TCTC). Data were gathered from 1018 Malaysian primary school teachers. The partial least squares analysis indicated positive relationships between the four middle leaders' distributed leadership factors and TCTC. The necessary condition analysis revealed that cohesive leadership team and participative decision‐making are necessary and sufficient conditions for fostering TCTC. While leadership support and leadership supervision were identified as necessary conditions, they were deemed less important. This study shifts the focus from principal‐centric distributed leadership to middle leaders' distributed leadership. This theoretical shift underscores the unique contributions of middle leaders' distributed leadership in driving TCTC in primary school settings by employing an expanded analytical approach.

Brokering school improvement through a school–university partnership: a longitudinal social network analysis of middle leadership development

PurposeThis study addresses a gap in the knowledge on how longitudinal engagement in a school improvement initiative influences change in middle leaders’ (MLs') interactions and assesses how school–university partnerships around school improvement can support teachers with formal leadership roles (i.e. MLs’) leadership development.Design/methodology/approachUsing a two-year longitudinal research design, university staff facilitated middle leadership training in a school-defined improvement initiative on lesson study. Results from a pre-test followed by two post-tests administered at one-year intervals were collected on social networks. Analyses examined changes in indegree and brokerage patterns among groupings of senior leaders (SL), subject leaders, cross-school specialists and teachers.FindingsAccounting for staffing changes, 27 of 67 staff members participated in each survey, yielding 1,623 distinct ties connecting school members. Over the first year, advice-seeking increased by 225%. SLs’ initial propensity to consult peers shifted towards MLs and teachers. Subject leaders advising other leaders and teachers increased tenfold. Teachers’ peer-to-peer consultation increased by 2,000%. Specialists with school-wide responsibilities became the dominant group for advising other leaders, such as SLs and subject leaders. These shifts were sustained over the second year.Originality/valueThe study demonstrates that engagement in the school–university partnership support and the corresponding structural changes stimulated robust cross-school dialogue among teachers and various leaders. Brokerage patterns indicated an enhanced role for MLs in driving the school-defined improvement initiative which corresponded to university-designed development activities.

Novice middle leaders navigating context: reflections on a situated middle leader development program in Hong Kong

ABSTRACT Purpose Guided by situated learning theory, this study explores the influence of a professional development program on the evolving perceptions of middle leaders as entrepreneurial leaders. It investigates which elements of situated learning design foster the growth of middle leaders’ entrepreneurial behavior. Design Using a narrative case inquiry approach, 20 participants from five primary and seven secondary schools in Hong Kong. These participants engaged in a situated middle leader development programme designed to enhance teacher entrepreneurialism in authentic, job-related contexts. Findings This study uncovers the incremental learning growth of middle leaders across three phases: initial struggle with authority constraints; reflection on the role of entrepreneurial middle leaders; and eventual advocacy of innovative opportunities to colleagues. It underscores the importance of authenticity and guided reflection in the situated learning program design, which fosters a social environment stimulating reflective dialogue and enables middle leaders to reflect on their leadership behavior. Originality This study broadens the application of situated learning theory by demonstrating how the interplay of contextual, social, and individual-level environments can enhance the professional development of middle leaders, particularly in fostering entrepreneurial behaviours.

A Comprehensive Review of Research on Head of Panel Leadership in Malaysian Primary Schools

This article provides a clearer understanding of head of panel (HoP) leadership in Malaysian primary schools. The research on HoP leadership is still in its early stages and requires further expansion. Additionally, this paper discusses the role of HoP leadership using the models developed by Turner and Bolam (1998). The research also revealed that the HoP needs to possess the necessary skills to guide the team members and set an example for their roles and responsibilities. Additionally, the HoP plays a crucial role in planning and managing middle-level leadership in schools. This study also significantly benefits the HoP, school administrators, and the Ministry of Education, Malaysia (MoE). Studies also reveal that careful application and management of HoP leadership can positively influence student achievement and school performance under HoP leadership. Keywords: leadership, head of panel, middle leader, competent, head of department, subject leader

Confronting the challenges faced by senior high school mid-level academic managers

Middle leadership has become increasingly important in the growth and development of educational institutions. However, as the demand of mid-level managers increase, so do their development needs, specifically their professional and leadership development. This study, focused on basic education, identifies the challenges faced by senior high school mid-level academic managers (MLAMs) and their coping strategies. This study used a phenomenological qualitative design, where 11 senior high school academic coordinators were interviewed. The results from the interview showed three challenges that MLAMs have encountered, namely: transition to MLAM position, management, and personal challenges. MLAMs cope with these challenges by relying on their support system, gaining assistance from their institution, establishing self-discipline, and embracing their call as mid-level managers. Despite these challenges, they gain personal and professional growth, institutional recognition, and fulfillment from their pivotal leadership roles. These results can serve as a reference for a professional development plan for MLAMs in the basic education.

Teacher and Middle Leader Research: Considerations and Possibilities

This essay explores research on teacher and middle leadership. It begins by considering the definitions and the conceptual overlap between teacher and middle leaders and briefly considers the volume and sources of research information. Six areas in which trustworthy claims can be made about the roles are then explored: teacher and middle leader definitions, impact, interventions, leadership focus, identification, and supports/hindrances. The essay concludes by considering policy recommendations, practice recommendations and future research directions.

The Effect of Middle Leaders’ Cognitive Complexity on Team Performance and Conflict Management Through Middle Leaders’ Positive Perception of Diversity

The Effect of Middle Leaders’ Cognitive Complexity on Team Performance and Conflict Management Through Middle Leaders’ Positive Perception of Diversity

دور القيادة الاستراتيجية في تحقيق التميز التنافسي: دراسة تطبيقية على مجموعة شركات دله البركة بجدة

This study aims to provide a comprehensive overview of the concept of the role of strategic leadership in achieving competitive advantage. The study also aims to determine the role of strategic leadership in achieving competitive advantage in Dallah Al Baraka Company - Jeddah, and to know the level of practices of its senior leadership, and to know the level of practices of middle leadership (department heads). of senior leaders and employees from the point of view of their employees. To achieve the objectives of the study in the chosen environment, Dallah Al Baraka Group of Companies - Jeddah, the field study was applied to a sample of (30) of the company’s employees, divided into 10 (senior leadership); (10) Department heads; (10) employees in the departments, and a questionnaire form was designed with a set of scales, and each scale measures each dimension and each variable separately. The questionnaire form included four sections: demographic data, the role of strategic leadership in achieving competitive excellence, and the impact of strategic leadership on financial performance, the impact of strategic leadership on creative and innovative aspects. Then the researcher used the descriptive analytical method through which he attempts to describe the phenomenon - the subject of the study, answer its questions, and test its hypotheses - and analyze its data using the statistical program SPSS. The study reached several results, the most important of which are: Strategic leadership decisions and practices led to an increase in revenues and profits at Dallah Al Baraka Company. Strategic leadership also contributed to achieving growth and expansion in the organization’s activities and investments. The study also demonstrated the presence of clear indicators that reflect the impact of leadership on competitive advantage. The results of the study confirmed that leadership practices work to achieve competitive excellence in a sustainable manner in Dallah Al Baraka companies, and that creativity and encouraging innovation is the primary factor in enhancing the competitive ability of the organization. The study concluded with some recommendations, the most important of which is the necessity of having effective communication channels to achieve the primary goal of strategic leadership, let it be strategic communication. The study also recommended the need to strive towards training the organization’s employees, whether they are leaders or employees in their work sites, in a way that enables them to perform their work and achieve innovative growth during training.

Crucial competencies for crisis management: the importance of middle leaders’ conceptual skills in navigating turbulent times

ABSTRACT In the contemporary landscape characterized by volatility, uncertainty, complexity, and ambiguity (VUCA), crises can arise, placing organizations at risk. To prevent such failures, organizations must have capable leaders who possess the necessary crisis management competencies to handle such situations. Effective crisis management involves four crucial competencies: improvisation skills, analytical thinking skills, strategic planning skills, and change management skills. This study purposes to evaluate the essential leadership competencies required for effective crisis management, with a specific focus on conceptual competencies among middle leaders in Malaysia’s Ministry of Education (MOE). Utilizing the Fuzzy Delphi Method (FDM), this research seeks to obtain expert consensus on the most critical competencies required for effective crisis management. An instrument containing a list of conceptual competencies was presented to a diverse panel of 15 experts, including those with expertise in crisis management and education. The four elements tested surpassed the required conditions set in FDM. The defuzzification process also rearranged all the elements. In conclusion, this study successfully identified four crisis management competencies that are crucial for middle leaders in educational organizations. The study’s findings have benefits for theoretical evolution, policy development for organizational education, and practice, especially for middle leaders in educational organizations towards sustainable education.

What is the relationship between resilience and perceived levels of workplace stress among middle leaders in education?

ABSTRACT According to the UK’s Health and Safety Executive (HSE), there has been a 36.5% rise in reported cases of work-related stress between 2018/19 and 2019/20, to over 822,000 individual cases. Europe stress-related absence was second only to musculoskeletal disorders, with estimated work-related stress costing European companies 20 billion euros per year and accounted for nearly 60% of lost working days. This paper focuses on the under-researched area of stress among middle leaders in education. While it is widely reported that teachers face high levels of stress, as a result of organisational pressures, there is a paucity of research on middle leaders. This paper considers whether there will be a significant negative relationship between self-reported levels of resilience and self-reported levels of stress amongst 61 middle leaders. The two sets of data were subjected to cross-correlational quantitative analysis to establish the strength of the relationships between each of the six dimensions of resilience on perceived stress. Among the findings, a key result was that the question in the title was answered, namely that high resilience results in low stress in middle leaders in education. However, it was more nuanced than this and there were factors such as levels of peer support and an individual’s perception of their future which did contribute to a reduction in perceived levels of stress. The findings suggest that senior leaders in education have a greater impact on middle leaders’ levels of resilience and perceived levels of stress than they may think.

Leading program curriculum reform: reflections on challenges and successes

ABSTRACT Major curriculum review and redesign at the higher education level demand transformative academic leadership and significant time commitment. However, the traditional university culture characterised by change aversion, complex bureaucratic processes, and a research dominated academic workload allocation and promotion system poses significant obstacles to teaching quality enhancement. This article presents the critical reflections of a Program Director (academic middle leader) at an Australian university on the challenges and successes experienced while leading a major accounting curriculum reform project. Conducted between October 2019 and May 2021, this project encountered constant disruptions due to the Global Covid-19 pandemic, organisational restructuring, the new external professional accreditaiton requirements. Academic middle leader’s insights on the positive impacts and obstacles of major curriculum reform at the whole of a program level within a constantly evolving institutional environment provide valuable perspectives for both business education practice and policy reforms. The reflection has policy implications for university management to reassess strategic priorities with more balanced support for teaching and research in practice.

Navigating egalitarian culture and accountability pressures: shared instructional leadership practices of Danish school leaders

PurposeOur study presents insights from an exploratory qualitative case study conducted in three primary and lower secondary schools in Denmark, a country renowned for its collaborative and egalitarian culture, to unravel the complexities of shared instructional leadership.Design/methodology/approachInterviews with principals, middle leaders, and teachers and document analysis were used to identify themes according to shared and instructional leadership perspectives.FindingsThe study yielded three major findings. First, Danish principals structure schools to prioritize student learning outcomes and distribute responsibility to middle leaders and teachers. Second, reflection among teachers and leaders better prepares them for future demands and obligations. Third, collaboration underpins principals’ vision of reflection and professional development.Practical implicationsThe research team’s reflection on the data collected can be used to build future strategies to address unpredictable student learning progression and poor-performing teachers.Originality/valueTogether, these findings contribute to the broader understanding of shared instructional leadership and demonstrate how principals face external pressure for accountability and how egalitarian culture influences principals’ practices.

Professional development leadership: the importance of middle leaders

ABSTRACT As initial teacher training and development becomes increasingly school-based, a central piece of knowledge concerning teachers’ professional development is being overlooked. Middle leaders, who play an essential role in the development of other school teachers, are receiving little consideration or credit in the academic discourse. This article looks at how a group of experienced middle leaders working in three mainstream schools in England are making sense of their role in teachers’ professional development. The study reveals that the middle leaders feel their expertise is not being adequately recognised and that they are consequently struggling to take true ownership of their role in teacher development. We argue that for teachers’ professional development to be more meaningful and comprehensive, it is important to acknowledge and cultivate the expertise and potential of middle leaders. Achieving this will involve academics, school leaders, and middle leaders to collectively reimagine the role of middle leadership and its growing significance in teacher development.