Educational Leadership Practices Research Articles

THE REALITY OF THE PROFESSIONAL EDUCATIONAL LEADERSHIP WHICH ARE BASED ON THE SOFT SKILLS FROM THE VIEWPOINT OF THE EDUCATION AND FORMATION WOMEN AND MEN- GUELMIM-OUED REGION MOROCCO AS A MODEL

Objectives: The primary objective of this study is to examine the implementation of educational leadership based on soft skills by leaders of educational institutions in the Guelmim-Oued Noun region of Morocco, as perceived by women and men in education and training. This inquiry is situated within the framework of transformational leadership outlined in the tenth commitment of the 2022/2026 Roadmap. Methods: Utilizing a descriptive analytical approach, the research involved administering a questionnaire covering eight domains related to soft skills: communication, time management, teamwork, planning, emotional intelligence, decision-making, problem-solving, and organizational skills. The questionnaire was distributed to a sample of 308 educators, both women and men, in the Guelmim-Oued Noun region. Data analysis was conducted using the Statistical Package for the Social Sciences (SPSS) and a five-point Likert scale. Results: The findings indicate that the practice of educational leadership based on soft competencies is perceived as 'very high' in the areas of communication, leadership, and teamwork, with other domains registering as 'high'. Statistically significant differences were observed concerning the educational staff variable (teaching, administration), favoring teaching staff in communication skills. However, no statistically significant differences were observed based on gender or educational qualification levels. Conclusion: In conclusion, the study highlights the importance of soft skills in educational leadership and recommends the adoption of quality standards based on these skills in both initial and continuous training of administrative staff. The study suggests integrating soft skills criteria into the evaluation of the performance of heads of educational institutions and task assignments to ensure effective leadership practices in the region's educational landscape.

Firefighters or deputy lead learners? Organizational, deputy and principal in-situ perspectives on the role of secondary deputy principals

ABSTRACT There is a dearth of research examining secondary school deputy principals’ in situ educational leadership practices. This study explores deputies’ educational leadership and engagement with the Australian Professional Standards for Teachers (benchmarking standards). Interviews with seven system and policy leaders from regulatory and jurisdictional organizations provided background for interviews with five principals, 11 deputies and analysis of 24 school documents in five schools. Although sensitive to instructional and transformational leadership, this qualitative study is primarily inductive and sought understanding of deputies in diverse school contexts. Thematic analysis provided insight into contextualized leadership practices through an Australian secondary deputy lens. A spectrum of educational leadership was often hampered by managerial responsibilities. Opportunities for practicing instructional and transformational leadership varied and were often constrained by socialization into the deputy role and a Taylorist approach to role allocation. System and policy leaders identified the importance of deputy engagement with ‘the Standards’, but in-school engagement depended largely on individual schools allocating deputies’ duties. Findings illustrate how instructional and transformational leadership theories do not always address deputies’ onsite practice and require integration with organizational and socialization theories. These five schools revealed heavy dependence on school context, historical conventions and local socialization into deputy roles.

Teachers' Perspectives on Public School Principals' Instructional Leadership Practices: An Assessment Using the Hallinger Scale

Teachers' Perspectives on Public School Principals' Instructional Leadership Practices: An Assessment Using the Hallinger Scale

School transformation in minoritized settings: a practice architectures lens

ABSTRACT This article examines school transformation for students from minoritized backgrounds in a highly disadvantaged Australian elementary school. Employing the theory of practice architectures and ecologies of practices, it analyses the educational practices and arrangements that enable and constrain the fostering of a more holistic educational approach for the school’s diverse and highly impoverished school community. Furthermore, it examines how these practices and arrangements connect to one another in ways that foster enabling conditions for a more holistic approach to educating to emerge. A practice approach to the study of change is crucial for schools in highly disadvantaged circumstances. It foregrounds the non-human, material elements of school transformation, rejects the reification of practices found in adjectival accounts of leadership and acknowledges the funds of knowledge that minoritized communities bring to schooling. In so doing, a practice approach speaks back to the materiality of power in the making. The article concludes by discussing the implications for socially just educational leadership practice, particularly in minoritized school communities experiencing the challenges of highly performative, marketized systems.

Insights into leadership practices in South African Higher Education

Orientation: The complexity of higher education highlights leadership’s significance. Effective leadership ensures quality education and institutional survival, with senior academics (specifically, professors and associate professors) greatly influencing reputation and research. Exploring senior academics’ leadership experiences is therefore crucial.Research purpose: This study aimed to explore senior academics’ experiences of leadership behaviours at a South African higher education institution, extracting their experiences of positive and negative behaviours.Motivation for the study: Senior academics play significant roles, with vital teaching, research, and reputation contributions to the quality of the university’s educational service. Despite numerous leadership studies, none have explored senior academics’ experiences in South Africa.Research approach/design and method: In this study, a qualitative descriptive design was employed to investigate the experiences and perspectives of 14 senior academics. The participants were selected using stratified random and snowball sampling techniques.Main findings: Participants experienced positive, effective behaviours and negative, destructive behaviours, highlighting the complexity of leadership experiences through contrasting experiences. Positive, effective leadership behaviours include constructive engagement, compassionate support, psychological safety and enabling growth. Negative, destructive leadership behaviours include poor communication and collaboration, eroding integrity and regard, unresolved issues, depersonalisation and toxic practices.Practical/managerial implications: Understanding experiences and implementing recommendations could incorporate positive leadership behaviours into competency frameworks for human resources practices. Awareness of the leadership ethos dichotomy can potentially establish a unique and characteristic leadership culture.Contribution/value-add: This study provides senior academics’ leadership behaviour perspectives and produces lists of positive and negative leadership practices.

Presidential leadership in higher education: Balancing collaboration and competition in a time of systemic change

AbstractResearch on senior leadership in higher education systems is urgently needed, particularly in the context of system‐wide transformations. This study focuses on a critical juncture in Ireland, during which Institutes of Technology (IoTs) collaborated to undergo ‘redesignation’ as Technological Universities (TUs). Based on interviews with the fourteen presidents of the IoTs, this research employs the Community of Practice framework to analyse their interactions, strategies, and approaches to a policy‐initiated, systemic change. Despite decades of pervasive competition, these senior leaders formed a community of practice as they worked collectively to achieve the common goal of TU status. Four key themes emerged: Embracing a more expansive external role; Acknowledging obstacles to collective leadership; Forming groups, collaborating and competing; and Leading calmly and fostering unity. The findings of this study advance our understanding of three interconnected fields: senior leadership practices in higher education, the interplay of collaboration and competition in higher education; and the facilitation of policy‐induced systemic change within higher education systems. Our findings have significant implications for institutional leaders, policymakers and scholars aiming to comprehend and improve leadership practices in higher education.

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.

UNDERSTANDING EDUCATIONAL LEADERSHIP THROUGH THE LENS OF ANTHROPOLOGICAL PERSPECTIVES

This research investigates the relationship between educational leadership and anthropological theories to gain a deeper understanding of the dynamics involved in educational leadership practices. Through an interdisciplinary approach, this study aims to bridge the gap between traditional leadership studies and anthropological perspectives on culture, social structure, and meaning in the context of education. The research method involves analysing literature related to educational leadership theories and functionalism theory in anthropology. The results of this research indicate that an anthropological approach can help enrich understanding of educational leadership practices, particularly in terms of managing cultural diversity, analysing conflict in educational systems, and understanding the symbols of power in social interactions within educational environments. This research contributes to the literature on educational leadership by highlighting the importance of considering anthropological dimensions in the development of educational leadership theories and practices. The implications of this research also open up avenues for further research on the relationship between anthropology and educational leadership to enrich our understanding of dynamics within educational systems.

Status of Instructional Leadership Practices in Botswana's Public Technical and Vocational Education and Training: A Case of Brigades

This qualitative multi-case study explores instructional leadership practices at Botswana's brigades, a key provider of semi-skilled Technical and Vocational Education and Training (TVET) programmes. This study investigated the perspectives of instructional leaders and lecturers at two institutions in the Southern District to understand their experiences with leadership practices. Drawing on Hallinger and Murphy's (1985) framework, this research examines how instructional leadership unfolds within brigades, focusing on defining the mission, managing curriculum and instruction, and fostering a positive learning environment. Furthermore, it explores the collaborative practices of the leadership team, including principals, deputy principals, and department heads. The findings reveal a general understanding of instructional leadership among participants, with some evidence of practices, such as curriculum management and stakeholder involvement. However, concerns have been raised regarding communication gaps, limited shared leadership, and ineffective evaluation. The study also identified essential competencies for instructional leaders, including communication, planning, and resource management. Key challenges include information overload, resource shortage, and staff training gaps. The participants suggested strategies for improvement, emphasizing streamlined expectations, consistent monitoring, leadership development, and adequate resourcing. Overall, the study contributes to a deeper understanding of instructional leadership in Botswana's TVET sector and provides insights for enhancing programme quality and graduate employability.

MANAGEMENT OF HUMAN RESOURCE: AN INPUT TO EDUCATIONAL LEADERSHIP AND MANAGEMENT PRACTICES

The paper investigates the management of human resources as an input to educational leadership and management practices. It identifies the function of human resource management in terms of recruitment and hiring, employee and employer relationships, training and development, compensation, rewards, benefits, and disciplinary action. This includes the responsibilities of human resource management to determine the educational management and practices in the area of HR planning, job analysis and design, monitoring performance, resolving conflict, and maintaining work culture. The research employs the descriptive quantitative research method in analyzing the data where purposive sampling is utilized in the gathering of the sample size of the study. The study comprised one hundred (100) respondents only. Results show that recruitment and hiring among the respondents reveal developing a system to attract applicants particularly those with outstanding talents to fill each position, showing that employee and employer relationship focuses on the HR management in fostering better relationships among personnel, staff, and faculties, show that compensation, rewards, and benefits exercises the equal work and equal compensation policy, and show that disciplinary action ensures all faculties/teachers, staff, and personnel are aware of the policies and procedures. On the other hand, it shows that HR planning formulates training and development based on the needs of the schools, faculties/teachers, staff, and personnel, shows that job analysis and design ensures work experiences, technical skills of faculties/teachers, staff, and employees are properly utilized for the success of the school organization, shows that monitoring performance is closely implemented by the HR to identify improvement and scope of upskill seminars and workshops of all faculties/teachers, personnel, and staff, shows that resolving conflict ensures that issues in the school are solved smoothly, and shows that maintaining work culture creates an essential positive impression in the school organization so that staff, teachers, and personnel know what they are expected to perform for a better working atmosphere in the school environment such as respect, unity, and understanding. Findings show that there is no significant correlation between the functions of human resource management towards an input to educational management and practices and the responsibilities of human resource management to determine the educational management and practices among the respondents.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0756/a.php" alt="Hit counter" /></p>

Neuro‐educational leadership: Pioneering educational leadership through neuroscience research

AbstractEducators have been increasingly focused on the concept of educational leadership in the context of global educational reform. With the emergence of neuroscience, there is potential to further explore the theory and practice of educational leadership from a neuroscience perspective. This article provides an overview of the neuroscience research related to educational leadership, including leadership traits, styles, decision‐making, and contingency perspectives. Additionally, the article examines the application of neuroscience in the assessment and enhancement of educational leadership with the goal of providing useful insights.

Character of Educational Leadership: A Critical Educational Study of Leadership in Local Wisdom

This research critiques the practice of educational leadership and explains leadership in Balinese local wisdom. Leadership in schools is the managerial activity of the principal in carrying out the educational process. School management in Bali generally adapts leadership styles in the Western theory. However, is rarely understood in Balinese local wisdom and has the concept of leadership appropriate to socio-cultural conditions and education in Bali. This qualitative research uses data analysis techniques: data reduction, data presentation, and data verification. Based on the research findings, the concept of Balinese local wisdom leadership is full of values and religious character. Balinese local wisdom requires leaders to know their character and to form good leaders’ attitudes and behaviors. In comparison, Geguritan Niti Rajasesana has the concepts of catur pariksa, brata nembelas, and satya, the principle of leading. In the Geguritan Dharma Sesana text, there is a concept of 12 principles for leaders. The concept of leadership does not directly discuss leadership in education but is relevantly integrated into the management of education and organization by school principals in Bali. This study aims to strengthen the concept of educational leadership based on local wisdom and can be a reference for studies related to educational leadership.
 Keywords: educational leadership, local wisdom, principal, leadership character

Education Is A Key Tool In The Development Of Society And Educational Leadership And Is A Key Element For Effective School And Education

Albanian society and the global society are facing more and more economic difficulties to ensure good well-being and mental health. These problems were created by the lack of human and material resources, but also by bad governance. The key instrument that improves the lives of citizens and regulates their governance is education. This study is based on qualitative research methodology and its analysis is that of comparative analysis in which the importance that other developed countries determine for school leadership, as well as the path followed for its development and continuous improvement, is compared. Through education, students can reach the best results and have prospects and development for their families and society too. At this time, after 20 centuries of development of society, the students must make many offers and try to challenge new circumstances that surround them. There are many fields to invest but investment in education is the most profitable area and key to success for a society. The school leader is the most important element in the educational system for the follow-up and implementation of all educational requirements and standards to achieve high results and increase the quality of education. Therefore, the preparation and building of school leaders through special programs is an important aspect of investment in education. The school leadership training program, considering the relevant training topics, is more like a reinforcement of the master's degree in teaching than a program for the formation and practice of educational leadership. The distribution of responsibilities of the structures of the educational system according to levels, the empowerment, and the increase of the responsibilities of the school leader are done through the construction of a new structure of educational leadership in the school.

A Narrative Review: The Impact of Servant Leadership on Educational Leadership Practices and Teacher Empowerment

A Narrative Review: The Impact of Servant Leadership on Educational Leadership Practices and Teacher Empowerment

Leadership Practices and Work Engagement in Higher Education: The Mediating Role of Job Demands-Resources

There has been extensive research on leadership and work engagement, but little is known concerning leadership practices and work engagement levels in higher education in Namibia. This study examines leadership practices and work engagement in higher education, as well as the mediating role of job demands and job resources in the link. A quantitative approach was adopted following an explanatory research design to explain the mediating roles of job demands and resources in the interplay between leadership practices and work engagement. A combination of sampling strategies (stratified, convenience, and purposive sampling) was adopted to draw a sample of 450 respondents from different groups of employees within the target population of the study. The primary data was collected through an online survey, which was formatted using the Likert-type rating scale. Quantitative data was analyzed using structural equation modelling via SmartPLS Version 3.3.9. Leadership practices have significant relationships with both job demands and resources. On the other hand, job demands have a significant positive relationship with work engagement, but job resources exert no significant effect on work engagement levels. Therefore, the relationship between leadership practices and work engagement was fully mediated by job demands in higher education.

Leadership Styles of Meso-level Educational Leaders Perceived by Academic Members: An Exploratory Study among Chinese Universities

Purpose: The challenges faced by universities in China have presented opportunities to enhance the leadership of educational leaders in universities. Little has been written about the leadership styles of mid-level educational leaders in Chinese higher education (HE). The objective of this study is to provide an authentic understanding of 1) the leadership styles of mid-level educational leaders as experienced by academic members, 2) experienced contextual factors related to the leadership styles of mid-level educational leaders. Design: Qualitative research was conducted, and the perceptions of 13 academic members from nine universities in China were explored. Findings: This study revealed authoritarian leadership style was the most reported leadership style of the mid-level educational leaders, followed by transformational and transactional leadership styles. Participants suggested to minimise the adoption of authoritarian leadership style and to encourage the application of transformational leadership style. Regarding the factors that shape leadership style of mid-level educational leaders, this research supports the following factors: culture, organizational policies & administration, discipline, and incentive mechanism. Originality: We gained a deep understanding of the leadership styles of mid-level educational leaders and the contextual factors that shape the leadership styles in this study. The results can be conducive to future leadership training and to the mid-level educational leaders to create environments that facilitate the application of educational leadership practices.

School Leadership in Zambia: A Systematic Literature Review

This systematic review examines contemporary research investigating the intersection of literature on school leadership that has been well explored. It delves into school leadership in Zambia, seeking to provide a comprehensive and insightful analysis of the country's current state of educational leadership practices. With a focus on understanding key trends, challenges, and opportunities, the review aims to synthesize existing research and literature on school leadership in Zambia. In conformity with the guidelines outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement, a comprehensive search of the literature was done using iterative selection procedures. This process resulted in the identification of 44 empirical items that satisfied the predetermined criteria for inclusion in this comprehensive analysis.The selection process was based on considerations of relevance and quality, as determined through the weight of evidence evaluations.The research results show school leaders in Zambia encounter various obstacles, including limited resources, inadequate professional development opportunities, and bureaucratic constraints. Additionally, the findings reveals that school leadership in Zambia encompasses diverse leadership styles, each with its implications for educational outcomes.The paper posits that it is imperative to invest in comprehensive and continuous professional development, policy makers can foster a culture of continuous improvement among school leaders.

EVALUATING THE INFLUENCE OF SCHOOL LEADERSHIP ON CULTIVATING A POSITIVE EDUCATIONAL ENVIRONMENT IN SECONDARY EDUCATION IN BALOCHISTAN, PAKISTAN

ABSTRACT
 This research conducts a rigorous examination of the pivotal role played by school leadership in shaping a positive school environment within the distinctive context of secondary education in Balochistan, Pakistan. The study encompasses 300 students, 100 teachers, and 60 head teachers from the Makran Division. The primary objective is to investigate leadership strategies and their influence on fostering a positive environment. Through an in-depth exploration of leadership approaches, decision-making processes, and community engagement initiatives, the study aims to comprehend how these strategies contribute to the overall school environment. Additionally, the study involves evaluating outcomes related to student well-being, teacher-student relationships, and academic engagement. Utilizing a mixed-methods approach, the research measures the effects of school leadership on creating an environment conducive to holistic student development. Strong connections are identified between student performance, teacher efficacy, and head teacher leadership. Positive correlations (r = 0.615, p < 0.01) exist between students' and teachers' performance, a moderate correlation (r = 0.328, p < 0.05) between students' performance and head teacher leadership, and a notable correlation (r = 0.336, p < 0.01) between teacher performance and head teacher leadership. The study aims to provide insights into effective leadership practices in Balochistan's secondary education and offers recommendations for enhancing the educational experience and fostering positive school environments. The findings are intended to inform educational policymakers, school administrators, and practitioners, facilitating informed decision-making for the improvement of secondary education environments in Balochistan, particularly within the Makran Division, and potentially in similar contexts globally.

Equity as a Crucial Component of Leadership Preparation and Practice

As schools become more racially, socioeconomically, and linguistically diverse, there are increasing calls for educational leaders to be more representative of student demographics and be explicitly prepared to advance equity through culturally responsive/relevant leadership practices. We discuss how applying an equity lens to three key content areas taught in leadership preparation programs (building relationships, culturally diverse practices, and practical opportunities for learning) can lead to both improved student outcomes and educator retention, particularly for teachers of color. We close with questions for school districts and leadership programs—and for aspiring principals and superintendents—to consider in bringing to life equity-oriented educational leadership practices.

Cultivating Excellence: Unraveling the Nexus of Female Leadership, Organizational Culture, and Lecturer Performance Private Universities

This research explores the intricate interplay between female leadership style, organizational culture, work motivation, and lecturer performance in private universities located in Tangerang City, aiming to shed light on their collective impact on education quality. Employing a quantitative survey approach with a sample of 382 lecturers chosen through simple random sampling, data analysis was executed using Partial Least Square (PLS) software version 3.0. The results unveiled a counterintuitive negative influence of female leadership style on lecturer performance, substantiated by a significant t-statistic value of 2.176 (p-value = 0.030 < 0.05). Conversely, organizational culture exhibited a potent positive effect, with a remarkable t-statistic value of 17.823 (p-value = 0), emphasizing its pivotal role in elevating lecturer performance. In conclusion, this study underscores the need for women in leadership to cultivate a supportive organizational culture to mitigate potential detrimental effects on lecturer performance, ultimately enhancing the overall educational quality of private universities in Tangerang City. These findings have broader implications for similar educational contexts and organizational leadership practices, highlighting the importance of fostering inclusive and conducive environments.