Leadership Roles In Education Research Articles

Critical Engagement: Lessons Learned and Implications for HRD About Black Male Faculty Leadership in Higher Education

The Problem Limited discussions of the Black male as a leader has taken place in the human resource development literature. Hence, racialization, the process of constructing and attaching meaning to racial identity, is an under-studied topic. Further problematic, traditional leadership theories advance a race-neutral, universalized mainstream view of leaders, and do not consider the multiple ways that race changes the master narrative. A direct result of this shortcoming is the lack of research and theories that inform the experiences of Black males in Historical White Institutions (HWIs). The Solution In this article, an autoethnography approach is used to counter the master narrative that has concealed the everyday, lived experience of Black males in higher education faculty and leadership roles. Critical race theory is applied as a framework for viewing lived experience as a legitimate and appropriate source of analysis. Socio-cultural theory is used to explain how cultural competence is needed to appropriately identify racism as an enduring problem that is a product of its culture and environment. The Stakeholders HRD faculty, HWIs administrators, hiring committees, diversity, equity and inclusion practitioners, search committees, and Black males in faculty roles in HWIs.

The Public Affairs Faculty Manual: A Guide to the Effective Management of Public Affairs Programs Edited by Bruce McDonald III and William Hatcher

In The Public Affairs Faculty Manual: A Guide to the Effective Management of Public Affairs Programs, editors Bruce McDonald III and William Hatcher, provide a broad overview on designing, leading, and managing a public affairs (PA) program. The edited volume is explicitly written for PA faculty in new leadership roles in higher education, though it is a useful reference for administrators of all levels and even useful for regular faculty. Despite excellent journals focused on PA education, such as Journal of Public Affairs Education, and Teaching Public Administration, there is a clear need for a focused cultivation of fundamental knowledge, research, and experience-informed advice for academic administrators in PA programs.

Tujuan dan Manajemen Pendidikan dalam Perspektif K.H. Ahmad Dahlan

The purpose of this study was to determine the study of education in the perspective of K.H. Ahmad Dahlan as a Muhammadiyah figure, the focus of research on the idea of ​​educational goals and management of educational institutions. The research method used is library research with a descriptive-qualitative approach, data sources from books, journal articles, and other relevant sources. Data collection techniques used are documentation techniques and data analysis techniques in the form of content analysis. The results of the first research are educational goals in the perspective of K.H. Ahmad Dahlan's mission is to form human beings who are pious in religious knowledge, broad-minded, with general knowledge, ready to fight and serve for the advancement of Islam. Second, make changes in education management which include the opening of learning rights for all communities, educational curriculum, education administration system, leadership roles and behavior or ethics of members of educational institutions.

What Expert Say about Empowering Human Resources in Supporting Leadership Function in Higher Education in the 21st Century

In Indonesia, universities and non-formal education institutions play an essential role in creating leadership qualities in both colonial and modern time. Although these two education models have different supports, the resulting figures are expected to be involved in community development with intervention through research and community service with the budget and recognition given to them. This qualitative study was going to understand what research evidence says about the leadership role in higher education. To ascertain how these educational institutions' involvement and role are. The researchers have conducted electronic searches on online data sources such as the Google Scholar application, ERIC Publications, and Microsoft Academic for publications from 2010 to 2021. Furthermore, analyzing the data by involving understanding the problem, coding the data. Evaluation and in-depth interpretation to obtain valid and reliable findings. Based on the discussion of the findings data and previous research evidence, the researchers reported the results, the transition period to a more advanced future, and higher education's role in more strategic and dynamic planning. Higher education leaders must work to foster the public by encouraging lecturers and faculty with study data and dedication to achieve development goals towards success. They take great responsibility for the success of nation-building in all directions. Thus, these findings become an essential input in developing the role of higher education leadership.
 Keywords: Empowering Human Research, Leadership Function, Higher Education

From compliance to resistance: administrator perspectives on implementing structured English immersion and dual language bilingual education programs

ABSTRACT This qualitative case study explored the perspectives of school administrators on implementing structured English immersion (SEI) and dual-language bilingual education (DLBE) programs serving emergent bilingual learners at one urban Arizona elementary school. Using a sociocultural policy perspective, I analyzed findings from a series of interviews examining the ways the participating administrators navigated and implemented restrictive language policies, while simultaneously providing pathways to DLBE opportunities for emergent bilingual learners. I found there was ongoing tension between compliance and resistance to state-mandated policies. In addition, there were differences in how the administrators positioned emergent bilingual learners as a good or bad fit for the DLBE program at the focal school site. The results and discussion underscore both the continued challenges of SEI policy in Arizona and the role of educational leaders in fostering spaces for biliteracy development.

Perceptions of District- and School-Level Special Education Leaders on Guardianship and Adult Decision-Making Support

There are many known barriers facing youth with disabilities as they make the transition from high school to their adult lives. One potential barrier receiving increased attention over the last 5 years is guardianship, the court petition-driven process by which adults with disabilities are declared incapacitated (i.e., unable to make or communicate decisions regarding their affairs). The result of this process is the appointment of a surrogate decision-maker known as a guardian. Depending on the nature of the court order, some rights like entering into contracts might transfer to the guardian, other rights may be retained by the “ward,” and other rights like marrying might be removed altogether. Guardianship has been framed as antithetical to the aims of the Individuals with Disabilities Education Act and contrary to research demonstrating the importance of self-determination for young adults with disabilities. Few studies, however, have examined the perspectives of professionals in special education leadership roles on issues related to special education, guardianship, self-determination, and alternatives to guardianship. This study surveyed professionals in district- and school-level special education leadership roles ( N = 117) to examine their perspectives on what “should” be done and what is actually being done relative to issues surrounding guardianship in their district. Subsequent descriptive and inferential analyses show a stark incongruence between that which professionals value regarding this domain and the current reality of practice in their local areas. Salient findings with important implications for special education policy and future research are presented and discussed.

WOMEN LEADERSHIP IN THE ACADEMIA: A VOICE OF UNIVERSITY TEACHERS

Considering the stereotypical views that affect women who aspire to high-ranking leadership roles in higher education, this study determines the perceptions of teachers about their role in the academic. This study was qualitative that invited women and men in higher education institutes to participate in the interviews to determine their understanding about the representation of women leadership roles in higher education. Followed by the open-ended interview questions about the evident factors that influence the workplace behavior, and barriers that represent the prejudice toward women as leaders. Analysis performed by NVIVO indicated that women leadership role in the academia is challenging as they avail less opportunities to demonstrate their role as administrator. Due to the stereotypical views of society regarding women empowerment and leadership role, women attitude towards their leading positions in career is relatively marginalized. The study revealed that stereotypical views of female behavior had little impact on the successful careers of the participants. The participants revealed little significance to experiences with social role expectations and characteristics of women leadership. The participants’ perception of their success was due to merit; the recognition by others as having the qualities and skills to lead in a variety of positions.

A PEP grant’s influence on change in a school district: One year post funding

This study examined teachers’ and administrators’ perceptions of the institutionalization phase of the Carol M. White Physical Education for Progress (PEP) grant. A qualitative exploratory single case study (Yin, 2014) was utilized to examine the elements of the PEP grant that sustained or did not sustain after its conclusion, along with elements that were institutionalized and influences on this process. The findings were represented in the following three themes: (a) positive shifts, (b) backsliding, and (c) new directions, each with their own subthemes. Positive shifts includes sub-themes: (a) philosophy, (b) instruction, assessment and curriculum, (c) collaboration, and (d) respect. Backsliding includes sub-themes: (a) wellness team functioning, (b) the loss of PD and collaboration time, and (c) reduced data collection. New directions includes sub-themes: (a) mastery learning, (b) during school physical activity, (c) stress, and (d) administrative support. The factors that were institutionalized were quality physical education leadership roles, change in teachers’ philosophies that influenced their instruction and assessment, and garnered administrative support. These elements were embedded into the physical education program and the school so much so that principals now expect the same type of programming from any new hire.

From peril to promise: The academic library post–COVID-19

As in so many other parts of our society, COVID-19 has forced many changes to the ways in which academic libraries operate. The response of higher education to the pandemic has revealed both how vital academic libraries are to the academic enterprise and to scientific advancement at-large through open access initiatives. It has also highlighted that libraries are not alone in confronting the long-term challenges of sustainability with respect to the current scholarly communication marketplace, and the affordability of higher education more broadly. For academic libraries to assume a leadership role in higher education’s search for solutions, we must first reconcile our own identity in the new landscape. We need to ground ourselves in a new way of operating: embracing iterative development techniques while deliberately combining collections strategy, digital initiatives, and outreach efforts to support open scholarship.

دور القيادات التربوية في مواجهة التحديات والتغيرات الحديثة في ظل جائحة کورونا The role of educational leaders in facing recent challenges and changes in light of the Covid-19 pandemic

هدفت الدراسة التعرف على دور القيادات التربوية في مواجهة التحديات والتغيرات الحديثة في ظل جائحة کورونا. لتحقيق أهداف الدراسة استخدم الباحث المنهج الوصفي، فقد تم استخدام الإستبانة کأداة لجمع المعلومات، وقد تکونت الاستبانة بصورتها النهائية من (25) عبارة موزعة على أربع محاور: وهي (الدور المعرفي، والدور الإداري، والدور التقني، والدور الإشرافي) وقد تم استخراج معايير الصدق والثبات لاداة الدراسة حسب الأصول العلمية، وتم اختيار عينة الدراسة بالطريقة العشوائية والتي تکونت من (100) قائد تربوي في مدينة جده. توصلت النتائج إلى أن المتوسط الحسابي لمجال الدور المعرفي جاء بدرجة مرتفعة جدا والذي حصل على 4.33، کما أظهرت نتائج الدراسة عدم وجود فروق ذات دلالة احصائية في جميع مجالات الدراسة تبعا لمتغير الجنس، والعمر، والمؤهل العلمي، کما أظهرت عدم وجود فروق ذات دلالة احصائية في جميع مجالات الدراسة تبعا لمتغير سنوات الخبرة في المجال الثاني والثالث والخامس، بينما أظهرت ان هناک فروق ذات دلالة احصائية لبعد الدور المعرفي ولبعد الدور الإشرافي لصالح فئة اکثر من 10 سنوات . وأوصت الدراسة بضرورة تعزيز القيادات الإدارية للأمان النفسي حتى يتمکن الجميع من مناقشة الأفکار والأسئلة دون الخوف من التداعيات، وضرورة حرص القيادات الإدارية على تعزيز قوة التواصل بين فرق العمل من أجل مواجهة جائحة فيروس کورونا. The study aimed to identify the role of educational leaders in facing modern challenges and changes in light of the Covid-19 pandemic. To achieve the goals of the study, the researcher used the descriptive analytical approach, the questionnaire was used as a tool to collect information, it consisted of (25) paragraphs distributed on three variables: namely (the cognitive role, the administrative role, the technical role, and the supervisory role). The researcher checked the validity and reliability of the study tool, the study sample was chosen randomly, which consisted of (100) educational leaders . The results of the study showed that the arithmetic average for the cognitive role variable was very high, which got 4.33, and the results of the study showed that there were no statistically significant differences in all variables of study according to the sex, age, and academic qualification variables, it also showed that there are no statistically significant differences in all fields of study according to the years of experience variable in the second, third and fifth variables, while it showed that there are statistically significant differences for the “cognitive role” and “supervisory role” variable in favor of the “more than 10 years” variable. The study recommended the necessity of strengthening administrative leaderships for psychological safety so that everyone can discuss ideas and questions without fear of repercussions, and the need for administrative leaderships to enhance the strength of communication between work teams in order to confront the Covid-19 pandemic

Collective Wisdom in Faculty Development for Competency-Based Medical Education: A Needs Assessment and Survey.

This article was migrated. The article was marked as recommended. Background: As programs transition to competency-based medical education (CBME), faculty development (FD) will be a key component of supporting successful implementation. Methods: Faculty at the University of Toronto (UofT) with leadership roles in residency education were invited to complete an online survey to explore their experiences with FD for CBME. Descriptive statistics were collected. Results were analyzed using thematic, frequency and comparative analyses between respondent subgroups to identify trends and theme categories relevant to the perceived most effective FD activities, most helpful FD topics as well as program/department needs for future FD initiatives. Results: The overall survey response rate was 44.6%. The most effective FD activity identified by survey respondents was a small group format. Perceived top FD topics included implementing CBME, assessment tools, feedback and coaching along with competence committees. The majority of programs felt that the ideal timing for CBME implementation was 6-12 months prior to implementation. The main perceived barrier to FD was lack of time amongst faculty. Conclusions: This data helped drive FD at UofT by supporting strategic planning for implementing competency based curricular reforms. The results have also informed the need for additional resources and enable focused FD on barriers and needs.

Designing a Desirable Authentic Leadership Model for Principals

Designing a Desirable Authentic Leadership Model for Principals

Investigating Stakeholders’ Views on Technology Integration: The Role of Educational Leadership for Sustainable Inclusive Education

This study aims to determine the views of teachers, school administrative staff having educational leadership roles, and faculty members on integration of technology and the role of educational leadership for sustainable inclusive education. The study group included 38 teachers working in Mersin province, Turkey, 11 school administrative staff, and 11 faculty members working at the Education Faculty. This study was structured employing a “basic interpretive qualitative study model”. In the study, a semi-structured interview form consisting of open-ended questions was used as a data collection tool. According to the findings, the faculty members do not consider that inclusive education practices reach an adequate level of sustainability. Therefore, the participants also suggest adding a sustainable inclusive education course in teacher education programs. School administrative staff and teachers have emphasized that technological infrastructures of schools are inadequate for sustainable inclusive education practices. A majority of teachers have used technology in sustainable inclusive education practices. Overall, the participants believe that the integration of technology into sustainable inclusive education has positive effects on students such as ensuring permanent, quick, and easy learning. This study proves that different stakeholders that have a key role in providing sustainable inclusive education handle this issue from different perspectives and they have both positive and negative opinions on the sustainable inclusive education practices.

Torchbearers Forging Indigenous Pathways: Transcending the Forces of Wétiko

Wétiko is a Cree term whose literal translation is cannibalism, an act of violent aggression. This term encapsulates the divisive forces that have infected the Americas for over 500 years, resulting in generational cultural trauma, and dehumanization of all who are subjected to its modern manifestations. It is analogous to an oppressive pandemic whose symptoms include racism, xenophobia, self-hatred, and despair. Despite the persistent forces of Wétiko that marginalize descendants of American Indigenous people, Xicanx are emerging in educational leadership roles and in professional positions that require the highest educational degree, the doctorate. The perseverance of these forerunners, which is fueled by a desire to promote equity, testifies to their will to overcome historically grounded subjugating forces. These forces include identity labels in which the Indigenous culture has been erased and extinguished, but is now reclaimed within the identity of the term Xicanx. Xicanx Torchbearer voices provide insight to the challenges they face as they enter, occupy, and engage within spaces in which they were previously excluded. Evident in the narratives of these Xicanx professionals who now hold highly regarded credentials is the resurgence of Indigenous orientations that counter the violence and aggression of Wétiko.

Wisdom Passed Down Through the Ages

Women have always played influential leadership roles in education but cultural notions have frequently limited their roles to behind-the-scenes contributions. The result is that their voices and wisdom have not been fully appreciated by subsequent generations. We propose to tell the stories of two women ˗ one Greek, the other American ˗ who lived in the 19th century as a way to more fully understand who women educators are, where we have come from, and where we are going. We selected these two women ˗ Aikaterini Laskaridou and Lydia Moss Bradley ˗ because their legacies continue to have a powerful influence on education even today, over a century after their deaths. The authors seek in the paper (1) to provide deeper understandings of their lives and accomplishments, and (2) to relate the understandings gained from their stories to current understandings of how women educators have influenced contemporary societies. The relevance of our endeavor is summed up by Elias Xirotiris (1961) who recently wrote about one of our subjects “since Laskaridou’s death, there [has been] no one to take the baton and to continue her work with the same enthusiasm and dedication.” We hope that our paper will contribute to a better appreciation of the considerable legacies left by the subjects of our investigation.

New York University Grossman School of Medicine.

New York University Grossman School of Medicine.

Contemporary educational leadership and its role in converting traditional schools into professional learning communities

The dynamics of school as a single source of knowledge have changed, which eliminate the organizational obstacles that hinder its learning process and endeavor towards the construction of a leadership competence. The ability of an organization to construct and support the professional learning communities depends on its ability to improve and support an individual. This study therefore aims to investigate the role of contemporary educational leadership in converting traditional schools into professional learning communities. The current study has adopted one of the developmental approaches that simultaneously represent contemporary trends in improving the school. An increase is found among the school staff related to the improvement and development of the project concerning its planning, organizing, implementation, and evaluation. The implementation of reformative perspective increases the desire towards the implementation of decentralization. The work teams are successful in fulfilling all tasks and solving the problems that are encountered by the leaders and members of the team. The concern towards investment in the information and communication technology has been growing to build the leadership capacities of the members of teamwork.

The road to academic surgical leadership: Characteristics and experiences of surgical chairpersons

BackgroundThe evolving landscape of academic surgery demands leaders who are not only effective clinicians and researchers, but also administrators able to navigate complex hospital organizations, financial pressures in the era of quality measures, and inclusion of an increasingly diverse workforce. The aim of this study was to characterize achievements and assess perspectives in becoming a surgical chair in order to guide young surgeons in their career trajectories to surgical leadership. MethodsA survey encompassing demographics, surgical training, nonmedical advanced degrees, academic advancement, and leadership experiences was sent via electronic mail to members of the American College of Surgeons Society of Surgical Chairs in December 2018. ResultsOf 191 Society of Surgical Chairs members, 52 (27.2%) completed the survey, with 6 (11.5%) women, 40 (76.9%) white, and the majority becoming chair between ages 46 and 60 (n = 39, 75.0%). Training beyond residency included fellowships (n = 41, 78.8%) and advanced nonmedical degrees (n = 15, 28.8%). Median H-index was 47 (range 10–120) with 126 (5–500) research publications, and grants received was 2 (0–38) for federal and 5 (0–43) for industry. Female chairs appear to have fewer nonmedical degrees (n = 1) and no difference in age at becoming chair (66.7% vs 79.6% between ages 46 and 60), H-index (26 [10–41] vs 49 [17–120]), or publications (93 [10–189] vs 150 [5,500]). Prior educational (n = 36, 69.2%) and clinical (n = 44, 84.6%) leadership roles were common, with 30 chairs (57.7%) having held both roles. Experiences which respondents felt have most helped them function as chair included serving as a clinical division director (n = 37, 71.2%), residency program director (n = 28, 53.8%), leadership courses (n = 28, 53.8%), a research career (n = 22, 42.3%), and being a vice/interim chair (n = 15, 28.8%). Personal traits felt to be most important in becoming a successful chair included being effective at communication (n = 37, 71.2%), collaborative (n = 35, 67.3%), trustworthy (n = 30, 57.7%), and a problem-solver (n = 27, 51.9%). ConclusionBecoming a department surgical chair often involves not only surgical subspecialty expertise, but also nonmedical training and prior leadership roles, which help facilitate development of skills integral to navigating the collaborative and diverse nature of academic surgery in the current era.

دور القیادة التعلیمیة فی تطویرالأداء المؤسسی فی ضوء أفضل الممارسات العالمیة

هدف البحث الحالي وهو بعنوان القيادة التعليمية في تطوير الأداء المؤسسي في ضوء أفضل الممارسات إلى إلقاء الضوء على أهمية القيادة التعليمية ودورها في تطوير المؤسسات، والبحث عن کيفية تحسين الأداء المؤسسي وعوامل نجاحه، البحث عن أفضل الممارسات العالمية الحديثة في إصلاح المؤسسات، ، وقد استخدم البحث المنهج الوصفي المسحي من خلال المسح المکتبي والبحث في الدراسات والأبحاث الحديثة في هذا الموضوع. وقد أسفرت نتائج البحث عن الآتي: - أن القيادة الواعية هي أحد أهم عناصر إنجاح أي مؤسسة والعامل الرئيس في تحقيق أهدافها وتنفيذ خططها على المدى القريب والبعيد. - وجوب اختيار قادة المؤسسات بدقة وعناية شديدة لأنهم کلمة السر في تحقيق التميز المؤسسي. -أهمية الترکيز على دور المعرفة في تکوين شخصية القادة، وأن التحسين والتطوير للأداء المؤسسي يتم عن طريق اتباع أسلوب التفکير العلمي والقيادة العلمية. - أهم التوصيات -إزالة المعوقات الإدارية التي قد تعوق عمل القادة والقضاء على الروتين الحکومي الذي يضيع الوقت والمجهود. -توفير البيئة التعليمية المناسبة المشجعة للعاملين بالمؤسسة التعليمية حتى نحفز قدراتهم الإبداعية والابتکارية الکامنة. -إطلاق صلاحيات القائد حتى يتمکن من العمل بأريحية واطمئنان غير مهتما بالعوائق التي قد تعيق خططه للتطوير. -استغلال خبرات وتجارب الدول الأخرى وفحصها بدقة حتى نستخلص منها ما يمکن تطبيقه وفق مجتمعنا حسب عاداته وخصائصه، وأخيرا وضع خطط التنمية المستمرة للقادة وتحفيزهم على التطوير والتنمية الذاتية. Abstract The aim of the current research, entitled role of educational leadership in improving institutional performance in the light of global best to shed light on the importance of educational leadership and its role in the development of institutions, research on how to improve institutional performance and factors of success and search for the role of modern global practices in the reform of institutions, As well as the role of cooperation between educational leadership and institutional performance of development and improvement. The research has used the descriptive survey methodology to reach the optimum results of the research. The results of the research revealed that conscious leadership is one of the most important elements of the success of any institution and the main factor in achieving its goals and the implementation of its plans in the short and long term, and that leaders must be selected carefully and carefully because they are the password in achieving organizational excellence, the importance of focusing on the role of knowledge in the formation of Leaders, and that the improvement and development of institutional performance is through the adoption of scientific thinking. As for the research recommended, IT recommended the need to remove administrative obstacles that may hinder the work of leaders and eliminate the red tape that wastes time and effort. To provide an appropriate educational environment that encourages the staff of the educational institution to stimulate their creative and innovative potentialand release the powers of the leader so that he can work comfortably and reassure uninterested in the obstacles that may hinder his plans for development. It also Exploits the experiences and experiences of other countries and examine them carefully so that we can extract from them what can be applied according to our society according to its habits and characteristics, and finally develops plans for continuous development of leaders and motivate them to develop and self-development.

Leadership and women: The space between us. Narrating the stories of senior female educational leaders in Malta

The main objective of this research is to investigate the perceptions and experiences of senior female educational leaders in Malta, where senior leaders are considered as those leaders from the Minister of Education to leaders at directorial level. Although Malta’s laws relating to gender equity are in line with those of the European Union, traditional beliefs and values, including those shaped by the Catholic Church, mean that in many areas of social life, women and girls continue to be perceived as inferior. The study is framed within a constructivist and interpretivist paradigm and takes a narrative approach. Throughout 2017 to 2018, in-depth interview data was collected from eight senior female leaders in the Maltese education department. Data used from an ongoing doctoral study was analysed manually using a hybrid method in order to establish the relevant themes. The findings from the study demonstrated that women in educational leadership roles in Malta have to face challenges specific to their being female. The study recommends, among other things, real family friendly measures by organisations, organised professional development programmes for women in leadership and for those aspiring to be leaders, and training programmes focused on how to build healthy collegial relationships.