Model Of Educational Leadership Research Articles

The Development of a New Model of Educational Leadership: Leadership for Teacher Flourishing

This paper contributes to a broader movement in which the telos of leadership is flourishing, and the primary role of a leader is to promote the flourishing of their team members through creating a loving environment. In support of this, we propose a new perspective on, and associated model, of educational leadership: ‘leadership for teacher flourishing’ (LFTF). This model was developed through a literature review and a mixed methods research project across 78 British schools with collaborative and participatory elements which asked how school leaders could improve the flourishing of teachers. The quantitative and qualitative findings suggested that key factors in enabling teachers to flourish, and therefore incorporated into the model ‘LFTF’, were positive relationships; opportunities for growth; positive impact on subjective wellbeing; and increasing teachers’ sense of meaning at work. The ways leaders could impact these factors were reported as: being supportive and compassionate; being trustworthy; giving teachers autonomy; enabling teachers to grow; being appreciative and focusing on strengths; and enabling teachers to do meaningful work. It was also found that not only leaders could influence flourishing; teachers with no formal leadership role could also positively impact teacher flourishing. It is suggested that virtuous dispositions in leaders are required to ensure they are consistent in acting in ways that promote flourishing. We argue that this integration of virtue and a desire to promote flourishing is properly understood as love. The participatory and collaborative phase of the research showed that teachers wanted autonomy in deciding what would help them to flourish. The conclusion sets out the implications of this research for policy on the training and selection of school leaders, to improve not only the flourishing of teachers, but also pupils and communities.

Children’s Voice as a Parameter of Ryan’s Model for Promoting Inclusive Education: The Case of Greece

The choice of the appropriate model of educational leadership for the promotion of inclusive education is a key issue for contemporary educational policy. This paper focused on the role of children’s participation in democratic school leadership based on the Ryan model in order to promote good inclusive education practices in primary schools. Five school principals from different schools in Athens, Greece, participated in this research. The research showed that involving children in school leadership through a range of activities can enhance the participation of all children in the daily life of the school. This article concludes with a discussion, suggestions and limitations on using student voice as part of school leadership to strengthen inclusive education.

Przywództwo edukacyjne oraz przywództwo oparte na wartościach jako odpowiedź na współczesne środowisko VUCA

The publication addresses the issue of educational leadership, particularly value-based leadership, which can respond to today's VUCA environment. A critical analysis of the literature and survey research was conducted. A model of educational leadership was proposed that takes into account the basic elements that build the foundation of educational leadership: competencies, values, vision and influence relationships. It was established that in such a challenging environment as the volatile, unstable VUCA environment, values become the foundation, the backbone on which the younger generation can build. Generation Z expects their leader to be guided by values in life. They expect him or her to be a witness to values, a witness to values, not just a preacher of values. The research also resulted in a hierarchy of characteristics/values of the ideal educational leader as determined by Generation Z. The research further showed that the values from the canon of the Greek triad, i.e.: goodness, truth and beauty, are still crucial in the consciousness of the young generation without becoming obsolete. Keywords: educational leadership, leader competencies, values, leadership paradigm, VUCA environment, Generation Z

Designing a model to evaluate the effectiveness of educational and educational leadership models among principals

Designing a model to evaluate the effectiveness of educational and educational leadership models among principals

Kepemimpinan Pendidikan Dalam Kontek Islam

The existence of a leader in an educational institution is very important because it is one of the elements that will determine the preparation and process of realizing the institutional vision. Islamic, good and firm leadership is needed in every educational institution. because basically every educational institution needs a leader figure who masters various matters related to education. The success or failure of an educational institution is largely determined by the quality of leadership, because an outstanding school is a school that has effective leadership. This research includes library research, which is research that utilizes library sources to obtain research data, while the approach used is a qualitative research approach, namely systematic research used to study or research an object in a natural setting without any manipulation therein and without there is a hypothesis test. From this research, the concept of Islamic educational leadership is the art or skill of a leader influencing his subordinates in an effort to achieve educational goals in accordance with Islamic principles. The criteria for a leader who is the hope in Islamic education must be honest, fair and responsible, have a vision, and be able to provide inspiration, and be competent in their field. Educational Leadership Models in Islam, contingency, participation, goal oriented and achievement oriented.

Designing a model to evaluate the effectiveness of educational and educational leadership models among principals

Background Aims: In order to improve the management and facilitate the supervision and guidance of educational and educational activities, there should be competent people as educational leaders with the goals of improving the quality of educational and educational affairs, the professional skills of teachers, increasing the academic level of learners and preventing academic failure by providing services. Consultants and guidance should be used.. Therefore, the aim of the present study was to design a model for evaluating the effectiveness of educational leadership patterns among principals of elementary schools in Masjid Suleiman. Research method: this research is based on a qualitative approach of phenomenology type, the participants include experts and in other words, key experts in the field of educational leadership, who were subjected to semi-structured interviews in a targeted manner from experts related to the subject, and the data was saturated with 15 people. received a comment Interview texts were analyzed using Maxqda software and all data were coded. Validity of data was done by re-reviewing the coding process as well as several experts familiar with coding. Also, for reliability, the agreement coefficient between the coders was used, and the result of 3 interviews was 0.82. Coding method and MAXQDA software were used for data analysis. Findings: The results indicate that based on the findings and coding of 15 interviews, 286 sub-categories were counted, and finally, the mentioned sub-categories were divided into 7 main categories: communication between parents and colleagues with the administration, use of information and communication technology, reflection Existing educational problems and efforts to solve them, paying attention to the theory of constructivism in curriculum leadership, modeling the successful teaching of teachers, gaining experience and growth, and changing and implementing curricula were classified as effective components on the effectiveness of educational leadership models. Conclusion: Based on the findings, it can be concluded that the model of the effectiveness of educational and educational leadership patterns among the principals of elementary schools has several components and indicators that the planners of the education system, especially human resources, should pay attention to these identified components and indicators.

The Research on Islamic-Based Educational Leadership since 1990: An International Review of Empirical Evidence and a Future Research Agenda

The aim of the present article was to systematically review international evidence about Islamic-based (a new term we suggest) educational leadership models published in peer-reviewed journals between 1990 and 2021. We conducted a systematic review of the literature by following the steps identified by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). These steps were data source identification, search, data collection, eligibility criteria selection, data selection, and data analysis. They were aimed at enabling us to answer the following research inquiries: (1) What are the existing developments in research on Islamic-based educational leadership and policy? and (2) What are the main themes presented in these studies? Here, the results are presented first in a macro-outlook elucidating the main trends of this research (topical areas, geographical areas, approaches, and methods). The main themes that emerge from the analysis are: (a) policy, reforms, and stakeholders; second, educational leadership models and styles; and third, gender, feminism, and social justice. We share theoretical and methodological conclusions and outlines of some possible future research directions to contribute to inter-faith, equity, and diversity.

Developing a guiding model of educational leadership in higher education during the COVID-19 pandemic: A grounded theory study

This research aims to explore educational leadership during the COVID-19 pandemic from the perspectives of higher education students and to develop a guiding model of educational leadership for ‘new normal’ with the novel emerging components. This research is conducted using grounded theory method and social network analysis. The first study group includes 32 participants, second study group includes another 26 participants, and final group includes 12 participants. Participants in all groups are university students studying in a higher education institution in Turkey. Written documents, personal interviews and group discussion are used for data collection. Based on analysis, a guiding model is developed which illustrates the concept of educational leadership for the new normal, which is composed of “networking, enhancing educational practices, calmness & compassion, analytical & strategical thinking, and transparency”. Also, the social network analysis shows that “encouraging online communities, promoting social interaction, creating a safe and inclusive learning environment, providing learning resources, leading under pressure, emphasizing optimism, making data-driven decisions” are cornerstones in terms of educational leadership for the new normal. In addition to those substantially noted key concepts, some higher education students also seem to be in need of some other aspects of educational leadership such as inspiration for learning, open dialogue, risk planning and leveraging capacity of community. The participants also indicate that successful educational leadership is about understanding others’ perspectives, rather than sticking to leader’s perspective.

Leadershipstile im Kontext von Schulentwicklungsprozessen

ZusammenfassungDurch den verstärkten Fokus auf die Ebene von Einzelschulen in der Qualitätssicherung und Weiterentwicklung des Bildungsangebotes wird ein besonderes Augenmerk auch auf die Führungsqualität von Schulleitungen gerichtet, für die das Leitungshandeln in Schulen bisher nur unzureichend valide operationalisiert wurde. So konfundieren derzeit vorliegende Modelle Domänen und Aufgabenbereiche mit dem Stil des Führungshandelns oder formulieren kontextgelöst Leadershipstile, die auf einer teils inkonsistenten motivationspsychologischen Grundlage basieren. In diesem Beitrag wird unter Einbezug der Funktionsanalyse im Sinne der PSI-Theorie ein Leadershipmodell für den spezifischen Kontext der Leitung von Schulentwicklungsprozessen entworfen und an einer Stichprobe von n = 901 Lehrpersonen und k = 75 Schulleitungen validiert. Aus einer funktionsanalytischen Perspektive werden dabei vier Leitungsstile modelliert: der (1) visionär-begeisternde, der (2) (latent) ängstlich-zielfixierte, der (3) passiv-vermeidende und der (4) selbstgesteuerte Leadershipstil. In der Diskussion wird die Aufmerksamkeit insbesondere auf den selbstgesteuerten Stil gerichtet, für den günstige Effekte sowohl im Change-Management von Schulentwicklungsprozessen postuliert und auch in der vorliegenden Konstruktvalidierung in Bezug auf das motivationale Erleben von Lehrpersonen nachgewiesen werden können.

A Conceptual Paper for Educational Leadership Models in Malaysia

Researchers are paying attention to leadership management in the field of education after the Ministry of Education placed high leadership in schools as a shift to improve the standard of Malaysia's education system in the Malaysia Education Blueprint 2013-2025. Leadership is mentioned as a necessity for reforming educational institutions. It has the potential to influence teachers’ performance and academic success of students. Transactional, transformational, and instructional leadership models were found out to be the most prominent types of leadership in Malaysian educational institutions. However, only few studies on leadership models and teachers’ performance have been conducted, especially in the field of special education. Therefore, this study was developed with the aim of proposing a conceptual framework involving the instructional leadership model and teacher success in order to fill a void in the current literature, based on previous scholars' recommendations. The paper started by giving an overview of the three types of models that are widely used before forming the conceptual structure and seeking past studies concerning leadership models and teacher-related factors. Finally, the constructs of teachers' self-efficacy and job satisfaction were applied to the proposed framework, which is intended to introduce new perspectives into the field of special education leadership.

Educational Leadership in Times of Crisis

The chain of crises experienced during the first two decades of the 21st century has changed life on Earth and concluded in a list of incredibly difficult challenges. It has become obvious that our traditional ways of acting do not work anymore. We need to search for new ideas and approaches. We want to believe in the potential of education. It manifests itself in different ways in beliefs, declarations, and actions. The work of education systems and institutions is a huge investment of commitment, time, and money. Governments, experts, workers, and service users have high hopes and enormous resources to keep education functioning. Everyone involved in designing solutions and carrying out tasks must understand how to respond to the global context and the challenges that humanity must deal with in order to survive. The environment and problems of public health, diversity and inequalities, technologies and social media, and the crisis of democracy affect the social reality and the world of education today. To be able to respond, both to challenges and to expectations, the human approach to leadership has to be transformed. The main problem for reformers is to define leadership again, using new assumptions and new intellectual tools. The research question worth asking is: what kind of educational leadership is needed? In this article, I propose a paradigm shift in thinking about educational leadership and a departure from the dominant classical paradigm. I propose a new model of educational leadership and adequate activities.

Develop a Model of Educational leadership Based on the Teachings of Islam

PurposeThe aim of this study was to develop an educational leadership model based on the teachings of Islam.MethodologyThe present study was fundamentally-applied and in terms of data collection method, it was a mixed (qualitative-quantitative) exploratory research. The statistical population in the qualitative part of the research was Islamic experts who using purposive sampling method, 12 people were selected as the sample size. In the quantitative part, the statistical population included all principals and deputies of non-governmental schools in Tehran, of which 281 were selected using stepwise cluster random sampling and Cochran’s formula. Data were collected by twomethodsinformation was collected by referring to the Quran, Nahj al-Balaghah, Imam Sajjad’s treatise on law and sufficient principles) and field (researcher-made questionnaire). The validity and reliability of the instrument were evaluated and confirmed in two parts: quantitative and qualitative. The collected data were analyzed in the qualitative part by meta-combined method using MAXQDA coding software and in the quantitative part by confirmatory factor analysis using Lisrel-V8.8 software.FindingsThe results showed that among 112 indicators, three dimensions and twelve components are involved in developing a model of educational leadership based on the teachings of Islam, which are: the dimension of religiosity with the components of religiosity and divine help; The dimension of self-balance: the components of self-discipline, wonder-breaking and dignity-enhancing; The dimension of labor relations: components of organizational leadership, responsibility, trust building, heart writing, tolerance, participation, and central justice.ConclusionThe findings also showed that the model had a good fit.

The Impact of Effective Educational Leadership on School Students’ Performance in Malaysia

The purpose of this study is to find out the impact of effective educational leadership on school students’ performance in Malaysia. Based on the current study, most of the researchers have used both qualitative and quantitative methods to conduct their research on several topics that related to effective educational leadership and student’s performance. Therefore, in this research, the data were collected using both, qualitative and quantitative methods which was the interview and survey questionnaire. The selected participants for this research, using convenient sampling, were six teachers working for two international schools in Selangor, Malaysia. One teacher who had already involved in school administrative level was selected for the interview. The other five teachers were requested to answer the survey questionnaire. The interview and questionnaire were selected because, the researchers wanted to further understand on the participants’ experience and knowledge on educational leadership and teaching perspective. In addition, it is aimed to provide insights in assisting to develop ideas, solution and hypotheses for future research. These methods were also used to further analyse the issues dealt with one of the effective educational leadership models (i.e. distributed leadership) and students’ performance. The findings indicated that leaders need to build high degree of reciprocal trust to negotiate successfully the fault lines of formal and informal leadership. It is also highlighted that effective leadership (distributed leadership) and quality teachers are two main contributing factors on students’ performance. Lastly, based on the analysis and results, related suggestions were given.

Investigating and Challenging Spiritual Deficiency within Canadian Health Care Educational Leadership Models

Attempts to bring the spiritual dimension of health into Canadian Health Care Educational Leadership models encounter great resistance. Discourses about “spirituality” are often silenced within healthcare educational leadership to reduce misunderstandings. At least one author has suggested that health professionals and policy makers not only have little understanding of spiritual life but are not familiar with the language of spirituality. The World Health Organization, for its part, has suggested in a number of places that spiritual aspects of life are relevant to health and may be important to healing. This paper investigates and challenges this spiritual deficiency, commencing with a brief literature review that supports the need to challenge spiritual deficiency within present Canadian healthcare leadership models. It then presents work by the present author in the form of a summary of her larger study that investigates and presents the need for spiritual leadership within these models. The paper ends with a brief summary of the main implications and conclusions of her wider study.

The theory of caritative leadership applied to education

Within caring science, the concept of caring leadership is well established. The aim of this study is to introduce Bondas’s theory of caritative leadership into education. The theory of caritative leadership is a theory of caring leadership with the ‘caritas’ thought of human love and mercy at its core. The article considers a hypothetical testing of the transferability of a nursing leadership theory, with its roots in caring science, into the field of education. The material consists of about 90 sources from the disciplines of nursing, education, management, and psychology. A caritative leadership would support Bildung – a comprehensive view of the edification of life, personal growth and maturity – as an ultimate goal of education. In the emerging model of a caritative leadership in education, a humanistic ethos of love, trust, and forgiveness shapes the culture of the educational organisation. The pedagogical leader supports the process of human becoming by implementing the idea of human beings as vulnerable, moral, dignified and unique individuals. The leader develops an ability to know which objectives to measure and which experiences of others to learn from, while performing such tasks as planning, reporting and directing in accordance with the mission of the organisation.

ESQ Dalam Kepemimpinan Pendidikan

Education which is a system in the perspective of anthology is an attempt to humanize humans by an appropriate manner to achieve very high humane values as an attempt to change as well as to move the cultural values to any individual in society. But this view is difficult to achieve when the belief that a person's success will occur due to the efforts started early in order to organize their future without having an education. This paper will provide a breakthrough through leadership of education that is not only based on good intellectual ability, but also good emotional and spiritual. With the result that it will contribute qualified modern human resources. Modern human Resources is a human being who has the potential of ad equated intellectual quality. However, sometimes the potential is empty because it is not matched by the quality of the good faith or emotional. In the fact, they (modern humans) have good reasoning capability. However, the success which is useful in the future whether for themselves, the community, the nation and the state are not only enough by having logical thought only. But, it also requires EQ Emotional Quotient (level of emotional or personality) , CQ Creativity Quotient (level of creativity) and SQ Spiritual Quotient (level religiosities or faith and devotion to God. Thus , the national education system must be able to provide a solution- which is able to break of the empty circle of values and morals happening in education system around us . the empty circle we must combine as well as put the intellectual intelligence , emotional intelligence , and spiritual intelligence known as ESQ in order to get balance between the fulfillment of rights and vertical or horizontal obligations. ESQ is a role of the leadership of its resources which include Human Resources and Natural Resources with the organization as a model of leadership in education. ESQ if applied in educational leadership level, it would be beneficial along with the growth and development of the educational organization with the growth of moral values.

A Study of Causal Model of Educational Leadership , Characteristics of Teachers and Organizational Health of School

A Study of Causal Model of Educational Leadership , Characteristics of Teachers and Organizational Health of School

Diagnóstico del liderazgo educativo en las Instituciones de Educación Superior del Valle de Toluca

<p class="RESUMENCURSIVA"><span lang="ES-TRAD">En educación el liderazgo alude a la gestión adecuada y efectiva del personal docente, de tal forma que lleve a las instituciones educativas a ser competitivas y de calidad. De lo anterior, surge la presente investigación de corte cuantitativa, descriptiva y transversal, cuyo objetivo general es diagnosticar si el Modelo de Liderazgo Educativo es practicado en las Instituciones de Educación Superior del Valle de Toluca, siendo los objetivos específicos identificar las variables que componen tal modelo: Liderazgo Pedagógico, Liderazgo Directivo y Liderazgo Institucional, respondiendo así a las preguntas de investigación planteadas a través de la recopilación de información por medio de un instrumento cuya escala de medición fue tipo Likert, aplicado a una muestra representativa de 387 docentes de las IES del Valle de Toluca; en donde los resultados generales arrojaron que el Modelo de Liderazgo Educativo, no es practicado en las instituciones estudiadas, abriendo la pauta para futuras intervenciones.</span> </p>

Governance and knowledge transformations in educational administration: Greek responses to global policies

This article explores the localisation of the global and European discourse of educational governance in the Greek education system through the changes that have been introduced in the field of education administration since 2009 by the then socialist government. Our research aims to contribute to the critical policy literature on the spreading marketisation and privatisation in the governing of education around the world and in Europe – through the adoption of New Public Management and Educational Leadership models. In developing our theoretical perspective, we use the Foucauldian concepts of governmentality and discourse, and in order to conceptualise power and control relations in the organisation, transmission, acquisition, and evaluation of pedagogical knowledge, we draw on Bernstein's theory of symbolic control. Our study has examined how the field of education administration is governed through power and knowledge transformations. We trace these transformations by analysing systematically the pedagogic discourse through which the global governance discourse is relayed and becomes a ‘regime of truth’ within public policy and practice in Greece. We argue that such changes have significant implications for everyday educational practice and for the kinds of knowledge that are considered legitimate, and they may affect educational professionals' subjectivities in fundamental ways.

Rethinking Turkish Music Schools’ Administrative Model in the Context of Music Education Culture: Is there a Need for an Educational Leadership Model?

Today's educational systems in the developed countries change their traditional way towards the more influential trends which focuses the big picture of education. Through those new challenges in education, most countries are implementing various educational leadership models in order to increase the performance of the whole system. The purpose of this study was to (1) determine the drawbacks of outdated sides of the Turkish music education system and bureaucratic administrative model, (2) emphasizing the importance of implementing an updated leadership model for music education system in Turkey. Results showed that, both students and faculty members indicated specific issues of current educational and administrative models, they also stated their willingness and need for a new cultural-based educational and leadership approaches.