Leadership Professional Development Research Articles

Professional Development Leadership: Scale Development and Validation

Professional development leadership (PDL) aims to facilitate a shared understanding of professional quality and to influence employees to realize this understanding in practice. PDL can be important in overcoming clashes between managerial and professional logics and influencing professional work to support organizational goal attainment. This article develops and validates two PDL measurement scales on different subsamples of surveys of public managers ( n = 385) and their employees ( n = 3,865): a 9-item dimensional scale and a 4-item global scale. The paper thus serves as a stepping stone for future research on PDL.

The Future of Nursing: Navigating the AI Revolution Through Education and Training.

Artificial intelligence is becoming a fundamental technology in health care, nursing, and education. Understanding how to navigate this advanced technology is critically important for clinical nursing staff as well as educators. Basic professional nursing education is increasingly using artificial intelligence solutions for teaching and learning. For experienced clinical staff, new learning is required, and professional development leaders are key to leading nurses in this new future. [J Contin Educ Nurs. 2024;55(3):108-109.].

Health Care Professional Distress and Mental Health: A Call to the Continuing Professional Development Community.

COVID-19 unleashed a maelstrom of distress on health care professionals. The pandemic contributed to a host of stressors for workers because of the need for rapid acquisition of new knowledge and skills to provide best treatment while simultaneously dealing with personal safety, limited resources, staffing shortages, and access to care issues. Concurrently, problems with systemic racial inequality and discrimination became more apparent secondary to difficulties with accessing health care for minorities and other marginalized groups. These problems contributed to many health care professionals experiencing severe moral injury and burnout as they struggled to uphold core values and do their jobs professionally. Some left or disengaged. Others died. As continuing professional development leaders focused on all health professionals, we must act deliberately to address health care professionals' distress and mental health. We must incorporate wellness and mental health as organizing principles in all we do. We must adopt a new mental model that recognizes the importance of learners' biopsychosocial functioning and commit to learners' wellness by developing activities that embrace a biopsychosocial point of view. As educators and influencers, we must demonstrate that the Institute for Healthcare Improvement's fourth aim to improve clinician well-being and safety (2014) and fifth aim to address health equity and the social determinants of health (2021) matter. It is crucial that continuing professional development leaders globally use their resources and relationships to accomplish this imperative call for action.

Vocational education and training in South Africa: leaders' perceptions of a mentoring framework in a professional development programme

PurposeThe South African vocational education and training (VET) sector is required by legislation to redefine postsecondary education, advance industrialisation and expand the job market to address unemployment in the country. Yet, VET leaders' heterogenous educational and occupational backgrounds do not enable them to address the needs of the VET sector. Continuous professional development of leaders in the education sector needs to include support structures such as mentoring.Design/methodology/approachThe present study sought to investigate how VET managers in South Africa perceive three different types of mentoring – individual, peer group and expert-based key performance area (KPA) mentoring – during a part-time professional leadership development programme. Using interactive qualitative analysis (IQA), the authors collected and analysed data from focus group discussions (n = 24) and individual interviews (n = 21) from two cohorts of the programme.FindingsThe results revealed that individual mentoring represented the most important driving mechanism, followed by peer group mentoring and expert-based KPA mentoring. Participants identified leadership as a prerequisite for their development. Emotions formed the final outcome of the mentoring framework.Research limitations/implicationsBased on the findings, the authors suggest investigating the role played by leaders' interpersonal competences such as emotional competence in the workplace. Additionally, research needs to clarify if and how mentoring can support leaders to develop interpersonal competences in formal and informal settings.Originality/valueThe study offers empirical evidence on a three-pillar mentoring framework adopted in a professional development programme for leaders in VET in South Africa. It highlights the importance of individual, social and emotional factors.

Interrogating the Tensions: A Collaborative Self-Study of Middle Grades Teacher Education Practices in Justice-Oriented Professional Development

Middle grades teachers and middle grades teacher educators are practicing in a complex sociocultural and sociopolitical moment. As part of the recent critical turn in middle grades education, antiracist teaching and equity pedagogies have gained momentum in the middle grades education literature. Calls to engage in these practices, however, have been met with education legislation and policies intended to forestall equity-oriented teaching. In this context, middle grades teacher educators have an especially important role to play in helping prepare and support justice-oriented preservice and in-service middle grades teachers. In this collaborative self-study of teacher education practices, the authors looked closely at the experiences of five facilitators of a critical professional development institute and also engaged the perspectives of professional development leaders. Together, the authors sought to understand both the strategies and tensions in their work to engage middle grades teachers in critically conscious practice. Study findings describe both teacher educator strategies for the implementation of critical professional development and the possible tensions in this work.

‘We are in for a culture change’: continuing professional development leaders’ perspectives on COVID-19, burn-out and structural inequities

IntroductionThe COVID-19 pandemic positioned healthcare systems in North America at the epicentre of the crisis, placing inordinate stress on clinicians. Concurrently, discussions about structural racism, social justice and health inequities...

Thriving and Striving: The Paradox of Leading and Following for Women Mid-level Administrators in the Community College

In this qualitative study, I explored the meaning that ten mid-level women administrators ascribe to the experience of being both a leader and a follower within the community college sector. Previous research indicates that mid-level women administrators are under-valued as leaders and followers despite their capacity and influential connectivity up, down, and across the organizational chart. Participants discussed their experiences through in-depth, semi-structured interviews and described the perceived effects of those experiences on their leadership and followership practices. Three overarching themes emerged from the transcript analysis of the narratives: leading with purpose; complications of following; and navigating an adverse work environment. Implications from the findings suggest that community college leaders at all levels will benefit from shared leadership professional development, interrogation of implicit gender bias embedded with the institution, and the reduction and removal of race-based microaggressions among faculty, staff, and administrators. By understanding the leading and following experiences of women in mid-level administrative positions in the community college, this study contributes to a broader inclusion of leadership beyond the privileging of senior-level positions.

Elements and Definitions of Continuing Professional Development Leadership: A Scoping Review.

Leaders are being asked to transform the way that continuing professional development (CPD) is delivered to focus on better, safer, and higher quality care. However, there is scarce literature on CPD leadership. We set out to study what CPD leadership means and describe the competencies required for CPD leadership. A scoping review following Preferred Reporting Items for Systematic Reviews and Meta-analyses extension guidelines for scoping reviews guidelines was conducted. With librarian support, four databases were searched for publications related to leadership, medical education, and CPD. Publications were screened by two reviewers and three reviewers extracted data. Among 3886 publications, 46 were eligible for a full-text review and 13 met the final inclusion criteria. There was no agreed upon definition of CPD leadership and variable models and approaches to leadership in the literature. Contextual issues shaping CPD (eg, funding, training, and information technology) are evolving. We identified several attitudes and behaviors (eg, strategic thinking), skills (eg, collaboration), and knowledge (eg, organizational awareness) important to CPD leadership, but no established set of unique competencies. These results offer the CPD community a foundation on which competencies, models, and training programs can build. This work suggests the need to build consensus on what CPD leadership means, what CPD leaders do, and what they will need to create and sustain change. We suggest the adaptation of existing leadership frameworks to a CPD context to better guide leadership and leadership development programs.

HARP®: An Innovative Nurse Leadership Professional Development Program Demonstrating Measurable Evidence-Based Outcomes

Nurse leaders are often expected to lead complex professional practice processes, such as evidence-based practice, without mastering the fundamental essential competencies that undergird their role. This article describes the development of the HARP® (Hierarchy of Accountability, Responsibility, and Professionalism) framework for nurse leadership development that encompasses the AONL nurse manager and AONL nurse executive evidence-based practice competencies. This article describes the development, implementation, and evaluation of a 10-month nurse leadership development and mentorship program based on the HARP model. The program development was guided by Jayne Felgen’s I2E2® model to lead lasting change. The 4 phases of the model are inspiration, infrastructure development, education, and evaluation.

Leadership & professional development: Using our voice to promote and redefine leadership and professional development

Journal of Hospital MedicineVolume 18, Issue 2 p. 163-163 LEADERSHIP & PROFESSIONAL DEVELOPMENT Leadership & professional development: Using our voice to promote and redefine leadership and professional development Karen E. Jerardi MD, Med, Corresponding Author Karen E. Jerardi MD, Med karen.jerardi@cchmc.org orcid.org/0000-0002-3773-8792 @KJerardiMD Division of Hospital Medicine, Cincinnati Children's Hospital Medical Center and University of Cincinnati School of Medicine, Cincinnati, Ohio, USA Correspondence Karen E. Jerardi, MD, Division of Hospital Medicine, Cincinnati Children's Hospital Medical Center and University of Cincinnati School of Medicine, Cincinnati, OH, USA. Email: karen.jerardi@cchmc.org; Twitter: @KJerardiMDSearch for more papers by this authorKimberly D. Manning MD, Kimberly D. Manning MD orcid.org/0000-0002-0521-5583 Emory University School of Medicine, Atlanta, Georgia, USASearch for more papers by this author Karen E. Jerardi MD, Med, Corresponding Author Karen E. Jerardi MD, Med karen.jerardi@cchmc.org orcid.org/0000-0002-3773-8792 @KJerardiMD Division of Hospital Medicine, Cincinnati Children's Hospital Medical Center and University of Cincinnati School of Medicine, Cincinnati, Ohio, USA Correspondence Karen E. Jerardi, MD, Division of Hospital Medicine, Cincinnati Children's Hospital Medical Center and University of Cincinnati School of Medicine, Cincinnati, OH, USA. Email: karen.jerardi@cchmc.org; Twitter: @KJerardiMDSearch for more papers by this authorKimberly D. Manning MD, Kimberly D. Manning MD orcid.org/0000-0002-0521-5583 Emory University School of Medicine, Atlanta, Georgia, USASearch for more papers by this author First published: 30 January 2023 https://doi.org/10.1002/jhm.13049Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume18, Issue2February 2023Pages 163-163 RelatedInformation

Virtual mentoring and coaching through virtual professional leadership learning communities for school leaders: a mixed-methods study

ABSTRACT The empirical research examining the effects of virtual mentoring and coaching (VMC) on principal leadership development is limited. Furthermore, little is known about school leaders who engage in virtual professional leadership learning communities (VPLCs) and how much school leaders grow with VPLCs who are also receiving VMC at the same time. The purpose of this study was to examine the effect of VMC on school leaders’ professional growth and to determine how school leaders perceived the effectiveness of the VMC while being engaged in VPLCs. The findings showed positive effects of VMC on school leaders’ professional leadership development, and the younger practicing leaders tended to benefit more from the VPLCs.

What Makes a Leader? Leadership Identity and Leadership Behavior among Highly Professionalized Public Leaders

ABSTRACT The development of a leadership identity has been argued to be an important determinant for what leaders do. For leaders in highly specialized work environments, the development of a leadership identity has been regarded both in absolute terms and in relation to their professional identity. This study investigates the extent to which leadership identity in absolute and relative terms explains various types of leadership behaviors. Based on panel survey data from clinical directors in Danish hospital departments, the findings show that the absolute leadership identity predicts transformational, transactional, and professional development leadership, whereas no correlations are found between relative leadership identity and leadership behavior. The study supports the expectation that leadership identity is, in its own right, an important precondition for leadership behavior.

A Decade of the AAFCS Leadership Academy: Preparing Leaders for AAFCS and the Profession

The need for strategic planning to ensure future leaders led to the development of the American Association of Family & Consumer Sciences (AAFCS) Leadership Academy. Leaders envisioned an approach to identify and strengthen future leaders from within the organization. Based on transformational and servant leadership precepts, the Academy includes a proven curriculum, mentorship, and projects at the affiliate and national levels to develop leadership skills of participants. The skills learned in the Academy are applicable in all family and consumer sciences (FCS) settings and beyond including, but not limited to, secondary and higher education, business, research, and Cooperative Extension. The development process of the AAFCS Leadership Academy serves as a best practice model for professional leadership development.

New School Principals’ Training Experiences and Transition to Leadership Roles in Urban Education: A Mixed-Methods Approach

This study used a mixed-methods explanatory design and Mezirow’s transformative learning theory to explore the experiences of new school principals in a professional development leadership program and its influence on their self-efficacy as leaders in a Midwestern urban K-12 school district. Surveys, semi-structured interviews, reflection notes, and analytical memos were used as data sources. Key findings included (a) transformation in perceived self-efficacy resulting from program participation and (b) engagement in critical reflection on their role as school leaders. The findings suggested that new principals need support following the leadership training and more research on their experiences after assuming leadership roles.

Women’s education and empowerment in the Philippines: A community solution


 
 
 The Advocacy on Women’s Education and Empowerment (AWE) Project is a community action program based in the Philippines that was implemented after participation in the 2016 Community Solutions Fellowship for Global Leaders—a professional leadership development program for community leaders across the world that involves a four-month fellowship with a nonprofit organisation or local government agency in the United States. The inspiration for the AWE project was the Girls Getting Ahead in Leadership (GGAL) program of the Women’s Initiative for Self-Empowerment (WISE) in Minnesota. The AWE project empowers young women through a series of capacity building exercises, beginning with personal self-awareness, leadership development, conflict management, peace circles and gender and human rights. This provides opportunities for female social work students and young social workers to reach their full potential as gender and human rights advocates and leaders in the Philippines. This paper aims to highlight the role of social workers in gender and human rights advocacy at the local and international level, details the experiences, lessons and challenges of running a project which builds the capacity of young women, and promotes the role of higher educational institutions in building the skills and competence of future leaders.
 
 

Professional Development Leadership in Public Organizations: A Refined Conceptualization

Professional development leadership (PDL) can potentially align organizational goals and professional norms, thereby increasing the performance of professional employees in public organizations. Public management research has largely overlooked this type of leadership behavior, however, which may be due to the fact that it remains conceptually under-developed. This article presents a refined conceptualization of PDL based on theorizing and the abductive analysis of 31 interviews with managers and professionals in public organizations. The ambition of PDL is to facilitate a shared understanding of professional quality within the scope of organizational goals and to influence others to realize this understanding in practice. Core behaviors are attempts to create alignment between organizational goals and professional norms, to develop professional knowledge, and to activate professional knowledge and norms in practice. The conceptualization comprises a steppingstone for systematic research on PDL, and public managers may find inspiration as to how they can address professional norms and knowledge in their leadership practice.

Impact of a Pandemic as a Forced Disruption in Nursing Education.

The purpose of this study was to determine the impact of a pandemic as a forced disruption in nursing education to recover from and prepare for current and future disruptions. Four qualitative themes from Midwestern nursing professional development providers ( n = 60) noted impacts. Recommendations for nursing professional development leaders to support staff during turbulent times include preparation for online teaching and learning, and improved communication regarding essential education.

Exploring the tensions science teachers navigate as they enact their visions for science teaching: what their feedback can tell us

ABSTRACT This paper reports on inservice science teachers’ collaborative feedback to each other on videos of their classroom teaching during debrief sessions. We aimed to understand how the teachers’ feedback reflected their vision for science education and how they collaboratively identified and discussed the misalignments between their vision and actual classroom practices. Ten videos of debrief sessions involving 17 K-12 science teachers participating in a teacher leadership professional development program were analysed. The feedback captured the teachers’ reflections as they collaboratively identified issues that were important to them and attempted to resolve them together. Our initial analysis of the data led us to frame our study within the literature on critical reflection, democratic practices, and student agency in science education. The teachers had a deep awareness of the need for democratic practices and shared power in their classrooms. Their feedback, however, revealed the tensions that arose as they discussed enactments of each of these tenets in the classroom. This study contributes to the literature on feedback given among inservice science teachers and proposes a professional development model that supports teachers’ professional learning in a social and democratic setting.

Effect of Principal Transformational Leadership Professional Development and Competence on the Profesonalism of State Junior High School Teachers in Balangan Regency

The achievement of educational goals in schools is strongly effectd by the attitude of the teacher in carrying out his professional duties. This fact requires teachers to have high competence and professionalism in carrying out their duties and functions, because teachers are figures who become role models for students and their environment. This study aims to identify and analyze the principal transformational leadership and professional development on the competence and professionalism of state junior high school teachers in Balangan district. This research is a research with a quantitative approach. The population of this study was 166 teachers. The research sample was 117 teachers who were selected by proportional random sampling which was determined by (proportional random sample). The sampling technique in this study used proportional random sampling. Data collection was carried out using instruments consisting of principal transformational leadership (27 items), teacher professional development (38 items), teacher competence (32 items) and teacher professionalism (28 items) which had been tested for validity and reliability. The research data were analyzed using path analysis. The results of this study conclude that there is a direct effect of the principal transformational leadership on teacher competence. There is a direct effect of professional development on teacher competence; There is a direct effect of the principal transformational leadership on teacher professionalism, There is a direct effect of professional development on teacher professionalism, There is a direct effect of competence on teacher professionalism, There is no indirect effect of the principal transformational leadership on professionalism through teacher competence and, There is no indirect effect of coaching profession towards professionalism through the competence of State Junior High School teachers in Balangan Regency.

Effect of Principal Transformational Leadership Professional Development and Competence on the Profesonalism of State Junior High School Teachers in Balangan Regency

Effect of Principal Transformational Leadership Professional Development and Competence on the Profesonalism of State Junior High School Teachers in Balangan Regency