Educational Leadership Practices Research Articles

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.

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.

The promotion of distributed leadership in education at national level: Discursive change to maintain the old order – Lessons from Ireland

There is increasing evidence of the influence of neoliberal and New Public Management (NPM) agendas in education systems around the world. Research shows the associated restricted drive for efficiency and effectiveness has induced negative effects on students, teachers and school leaders. Distributed leadership features prominently in policy frameworks in such countries. Despite this, research shows it manifests in limited forms of delegation. Taking Ireland as an example, this study extends this via interrogation of discourses of educational leadership advanced by the Department of Education there. This allows for an understanding of not just what is occurring but illuminates why, thereby opening up opportunities for alternative practices. Specifically, having explicated the contested term ‘distributed leadership’, this research reports on a thematic and discourse analysis of the Department's Whole School Evaluation (WSE) reports on a sample of 12 post-primary schools. Key findings reveal the Department's espoused ‘enhanced’ model of ‘distributed leadership’ belies its advancement of delegated leadership and ‘discursive twists’ that enable ‘unleaderful’ activities of teachers and routine educational experiences of students to masquerade as leadership. Leadership implications for the Department that would enable, rather than constrain, enhanced educational leadership practice in schools are highlighted.

How did COVID-19 shape the leadership practices of Norwegian school principals? A qualitative follow-up study

ABSTRACT This study explores how the protracted exposure to the COVID-19 pandemic influenced role expectations and leadership practices among Norwegian school principals. Following up Lien et al. (2022). School principals’ experiences and learning from the COVID-19 pandemic in Norway. Scandinavian Journal of Educational Research, 1–16, nine Norwegian school principals were re-interviewed 18 months into the pandemic. Four main themes emerged: (a) increased demands and expectations describes how the pandemic still poses a significant additional workload, (b) dilemmas and uncertainty outlines how the school principals have become more aware of their responsibilities and liabilities, (c) social support and relationships details an increased sense of community and peer support from fellow teachers, colleagues and the community at large, and (d) self-efficacy describes how the pandemic has instilled confidence in the principals as school leaders. The findings are discussed in the context of leadership practices in education and research on crisis leadership.

Educational leadership for school principals in North Sharqiya Governorate, Sultanate of Oman

The study aimed to identify the degree of practice of school principals in North Al Sharqiyah Governorate in the Sultanate of Oman. And a study of whether there were statistically significant differences at the significance level (α ≤ 0.05) between the estimates of the study sample members due to the study variables, gender, and years of experience. To answer the study questions, the researcher used the descriptive analytical method. The study also used a questionnaire to collect information. The study population consisted of all teachers of North Al Sharqiyah Governorate for the academic year 2020/2021, who numbered (4,494) male and female teachers. The results showed that the degree of school principals' practice of educational leadership in the Governorate of North Al Sharqiyah in the Sultanate of Oman is very high. Above came the axis of school administration, then the axis of learning, and finally the axis of education. Its results also indicated that there were statistically significant differences between the average estimates of the study sample in the degree to which school principals practice educational leadership according to the gender variable in favour of males, and according to the variable years of experience in favour of the sample members who have experience of more than 10 years. Keywords: Educational leadership, School administration, Learning, Education, School Principals.

ADDRESSING THE CHALLENGES FOR UNIVERSITIES IN DIGITAL ERA: A FRAMEWORK FOR E-LEADERSHIP

Higher Education Commission of Pakistan is focusing on quality and innovative approach to higher education in the country. To meet the challenges of technology era, HEC introduced its digital policy for universities, specifically Policy guidelines for online working in 2020. To implement any policy, Leaders play a key role in the organization. This study aimed to develop a framework of E- Leadership for universities to cope with the challenges of digital era. The study employed quantitative research approach. All academic and administrative staff employed in HEC (Pakistan) recognized public universities comprised the population of the study. Four public universities were selected randomly from 10 short listed universities. Universities were short listed on the specific criteria of size of the university, HEC ranking, online readiness and available technology facilities. Survey was conducted. Adapted questionnaires were used for collection of data from 650 university employees on technology usage practices, attitude, behavior and technology related competencies of the university leaders. Statistics were applied using SPSS. Study concluded that technology is playing its role in modifying the work dynamics and leadership practices in higher education. The university leaders are crucial in development of digital culture in the institution. Based on the findings, a framework for E-leadership was proposed for digital policy implementation in public universities. It was required for understanding the dynamics of work environment and leadership attribute needed in digitalized work environment. The key dimensions highlighted in the framework included E-Leadership style, E-Leadership orientation, E-Leadership competency & skills and lastly, Digital services & infrastructure.

Leading Successful Schools: Sharing the Wisdom (A Case Study into a Developing Country’s Perspective)

Leading successful school Principals plays a vital role in the school environment. Successful school Principals as educational leaders dedicate significant time to educating school stakeholders on the primary objective of school reform. They provide structures that facilitate communication between schools and processes that enable school stakeholders to engage in truly participatory decision-making. The purpose of this study, which examined the role of successful school Principals’ educational leadership and management practices, was to determine how Principals' leadership and management practices facilitate the transition to a successful school. The research was conducted using the experiences of three school Principals. The data were gathered utilizing a qualitative case study methodology, which included semi-structured interviews, observations, and document analysis. The findings indicated that Principals of schools made significant changes to transform their institutions into successful schools. The findings of this study are significant because they shed light on the relative strengths and weaknesses of successful school Principals’ leadership and management practices in transforming schools, as well as on the additional support that Principals require to transform their schools. The study recommends the areas of schools as leading successful schools’ leadership and management practices in order for schools the concept of schools to be more approachable to school stakeholders.

Interplay between leadership and school-level conditions: A review of literature on the Teaching and Learning International Survey (TALIS)

We combined network analysis and meta-analysis to systematically review the literature on the Teaching and Learning International Survey, focusing on the interplay between leadership practices and school-level conditions. Our initial network analysis utilized 83 nodes (variables in the reviewed studies) and 214 ties (variable associations), whereas our subsequent meta-analysis employed 21 selected variable associations. Results suggested that leadership practices interplayed with school-level conditions through multiple, interconnected variable associations with a range of effect sizes. First, variables concerning teacher working conditions and teacher qualifications indicated relatively smaller effects than teacher self-efficacy. Second, the association between teacher self-efficacy and teacher collaboration indicated the strongest effect among other variable associations, followed by the relationship between collective teacher perceptions of distributed leadership and teacher job satisfaction. Third, variables regarding teacher perceptions of the principal's leadership effectiveness had larger effect sizes than the principal's self-assessment of their leadership practices. Results further suggested teacher self-efficacy and teacher collaboration as the two most prominent variables that would potentially play a bridging role between leadership practices and school-level conditions. We provide implications for educational leadership practices and research.

Educational Leadership Practices that Sustains School Improvement in selected Secondary Schools in Tanzania

This paper explores educational leadership practices that can sustain school improvement in selected Secondary Schools Tanzanian. This study employed a qualitative research approach in collecting and analyzing data. The paper is focused on understanding the ability of school heads to set direction, foster professional development and restructuring the school organisation to contribute to school improvement. Data were collected through Interviews, focus group discussions, documentary review and observations. The data were later subjected to content analysis. Results indicate that in best-performing schools, leaders demonstrate ability to set direction by articulating the school vision although like in worst performing schools, the school visions were developed when schools were established thus the current leaders were not involved in their development. Leaders in best-performing schools gave teachers opportunities to attend trainings, seminars and workshops though the schools lack plans for professional development. These leaders demonstrated ability to make collective decisions, to engage school communities and instill teamwork spirit, as well as ability to delegate responsibilities with empowerment, support and trust. Such practices were rarely demonstrated by leaders in worst performing schools. It is seen that school heads needs more skills on management and leadership to enable them analyse their environment and lead schools in a positive direction for school improvement. Key words: Effective leadership, leadership practices, successful leaders, school Performance, visionary leaders. DOI: 10.7176/JEP/14-15-14 Publication date: May 31 st 2023

Educational leadership for migrant and refugee education: challenges and dilemmas in the Israeli context

PurposeThis research explores the perceptions and practice of principals in schools integrating migrant and refugee children into the Israeli formal education system. The aim is to offer theoretical and methodological insights to the discourse on educational leadership.Design/methodology/approachThis qualitative (phenomenological) study used semi-structured interviews to attain a deeper understanding of the experiences of school principals as culturally relevant educational leaders.FindingsThe study corroborates previous findings regarding: the need for a holistic multidimensional approach; the focus on language and communication; and the complexities and dilemmas involved in the practice of educational leadership. The study analysis revealed three central dilemmas: applying equal-opportunity and cultural diversity policies; schools as protected spaces and serving the social reality beyond the school; and full assimilation and recognition of specific cultural identity.Research limitations/implicationsThe research was conducted in a small number of schools and only with principals. A follow-up study could also include teachers, officials and representatives of the various organizations working with the migrants and refugees.Practical implicationsBeyond financial resources, school leaders need professional (culturally responsive) guidance to support the multifaceted and complex needs of students, in part by being adaptable and flexible, and aware of the aims and practice of education for an unknown future.Originality/valueThe originality-value of the present study is threefold: it explores school principals in a relatively unexplored context (the Israeli formal education system); it applies two models for organizing and analyzing research findings; and it contributes new insights on the dilemmatic nature of educational leadership.

Indigenous refusals in educational leadership practices in Canadian universities

Since the Truth and Reconciliation Commission of Canada released 94 calls to action in 2015, Canadian universities have responded in numerous ways. A particularly significant response has been the creation of Indigenous Initiatives Offices and the appointment of senior leaders to help lead transformative institutional change efforts. Many of these new administrative appointments report directly to presidents and provosts, and have been taken up by Indigenous women. In this article, I present five key findings from research that explored the experiences of 12 Indigenous women administrators working in Canadian universities. The study highlighted how these Indigenous women enact Indigenous refusals as part of a transformative decolonial leadership praxis in universities.

SCHOOL LEADERSHIP PRACTICES TO THE SCOOL-BASED MANAGEMENT PERFORMANCE

This study determined if the school leadership practices are significantly related to School-based Management Level of Performance. The respondents were public elementary school teachers and school heads in the Division of Laguna. Descriptive-correlational design was utilized. A survey questionnaire was used to gather data. The data gathered were treated using descriptive statistics (weighted mean and standard deviation). The T-test was used to determine significant difference between perception of the school leadership practices on the school-based management performance and Spearman Rho to test the significant relationship of practices with School-Based Management focus on performance. Multiple regression analysis was likewise applied to determine which among the independent variables singly or in combination predicts the dependent variables. The school leadership practices along leading strategically, managing school operations and resources, focusing on teaching and learning, developing self and others, and building connections were all rated highly evident. Therefore, based on these findings it is concluded that the level of school leadership practices has no significant difference in the SBM Level of Performance as perceived by the respondents. While there is significant relationship between school leadership practices as to leading strategically, curriculum and instruction, accountability, and continuous improvement, and building connections and SBM performance as to access, efficiency, and quality. Established educational leadership practices is needed to increase the school performance that affects the SBM level of practice thus, it is recommended that school heads and learning leaders may undergo training seminar courses focus on managing school operations, leading strategically and other leadership practices.

Educational Leadership Management Practices: A Perspective to Educational Transformation

The paper investigates the educational leadership management practices as a perspective to educational transformation. The descriptive correlation research design is utilized in the study to quantify and measure the profile of the respondents, contribution of effective style educational leadership management and practices, and educational transformation perspective of the educational management practices of the respondents. Likewise, purposive quota sampling employs in the study to define the criteria for the sample size. The study comprised fifty (50) respondents only. Results show that the contribution of effective style educational leadership management and practices of the respondents involves democratic leaders where they yield with a high morale environment to generate and motivate creative solutions of effective leadership style in school organization, show that instructional leadership involves on planning practice, coordination, evaluation, and teaching improvement learning, show that authoritative leaders ensure that the systems are in order, and quick in the decision process and control the organization, show that coaching leadership involves behavior, attitude, work performance, evaluation, process of the work, and the policies in the school organization, and show that transformational leaderships is an essential element in the organization to be imposed for good, better, and best because all employees in the school organization are determinant for the process. Hence, educational transformation perspective of the educational management practices of the respondents explores career, advocacy, and policy in pursuing equity in education, contributes to the school system in the organization, reveals significant effect on positive and negative effects of the transformational leadership process, maintains school culture and identity for the diverse and challenging condition strength of school organization and setting, and supports the innovation of learning in the school organization and supports advanced flexible learning technology.

An Analysis of the Influence of Cultural Beliefs on Educational Leadership Practices in Pakistan: A Comparative Study of Public and Private Schools

An Analysis of the Influence of Cultural Beliefs on Educational Leadership Practices in Pakistan: A Comparative Study of Public and Private Schools

Leadership Practices among Islamic Private Secondary School Principals in Southern Thailand: Validating a Model of Strategic Educational Leadership

This study explored the levels of strategic educational leadership practices (PSELP) among the principals of 92 Islamic private secondary schools (IPSS) in Southern Thailand as perceived by teachers at the schools. It also sought to validate and confirm a hypothesized structural equation model of PSELP based on the data provided by 918 IPSS teachers from the districts of Yala, Pattani and Narathiwat. The survey instrument was a seven-point PSELP scale with 44 items adapted from five previous studies. Descriptive statistics (i.e., means and standard deviations) were used to summarize the perceived levels of PSELP in nine aspects or domains. Confirmatory factor analysis was applied on the data to test the adequacy of the proposed PSELP model. The results showed that the teachers had the perception that their principals effectively practiced all five factors of strategic educational leadership and exhibited the four characteristics of strategic leaders. This discovery contradicted previous findings that school principals’ leadership practices were low or inadequate. The CFA results established the proposed nine-factor model of IPSS principals’ strategic educational leadership practices as valid and reliable, confirming the presence of strategic orientation, strategic alignment, strategic intervention, strategic translation, strategic intervention, restlessness, absorptive capacity, adaptive capacity, and leadership wisdom in the model. The findings have raised a new concern, that is, if the principals of the IPSS have actively and extensively been practicing strategic leadership, what then could be the causes of the poor performance of the IPSS in Southern Thailand? This concern has paved new directions for future research involving the quality of Islamic schools in the region.