Leadership Roles In Education Research Articles

The Role of Educational Leadership in Addressing Academic Problems Faced by the Students at Prince Sattam Bin Abdulaziz University

The objective of this research is to reveal the role of educational leadership in the face of academic problems faced by female students of the Faculty of Sciences and Humanities in Salil at Prince Sattam Bin Abdul Aziz University. The prescriptive curriculum was used to suit the subject of the study, and the study community is made up of all female students of the Faculty of Sciences and Humanities in El Salil at the University of Prince Sattam bin Abdul Aziz. A simple randomized controlled sample of female first-graders was selected, numbering 112 students. The researcher developed a special questionnaire to find out the problems facing students at the University of Prince Sattam bin Abdulaziz. The final form of the resolution consisted of (34) paragraphs, and the response was designed to identify on the basis of the Likert quinquennial scale. The results of the study reached a high level of management leadership exercise of educational leadership functions at the Faculty of Sciences and Humanitarian Studies in Salil at the University of Prince Sattam Bin Abdul Aziz from the perspective of the study sample individuals s School of Sciences and Humanitarian Studies with a descendant at the University of Prince Sattam Bin Abdulaziz from the perspective of the study sample, The presence of an average level of curriculum problems was one of the dimensions of academic problems facing female students of the Faculty of Sciences and Humanities in Salil at the University of Princ Sattam Bin Abdulaziz from the perspective of the study sample. In the light of the results of the study, the researcher recommended that work should be done to maintain the outstanding level of educational leadership at the Faculty of Sciences and Humanities in Salil at the University of Prince Sattam Bin Abdulaziz by providing programs and training courses for leaders and familiarizing them with the most important theories and recent developments in the field of leadership.

Career Accomplishments of Uniformed Services University of the Health Sciences Medical Graduates: Classes 1980–2017

The current study reports career accomplishments of Uniformed Services University (USU) graduates in four areas: (1) positions held over the course of their entire career, (2) military awards, decorations, and rank, (3) first residency completed, and (4) academic achievements.Utilizing the responses to the alumni survey sent to USU graduates in the Class 1980 to 2017, we extracted relevant data and reported descriptive statistics.1,848 out of 4,469 responded to the survey (41%). 86% (n = 1,574) of respondents indicated having served as a full-time clinician (seeing patients at least 70% of the time during a typical week), while many of them serve in leadership such as educational, operational, or command leadership roles. 87% (n = 1,579) of respondents are ranked from O-4 to O-6, and 64% (n = 1,169) of the respondents received a military award or medal. Family medicine, internal medicine, and pediatrics were the most chosen medical specialties, which is similar to the national patterns reported by AAMC. 45% (n = 781) held an academic appointment.USU graduates continue to make significant contributions to military medicine. USU graduates' medical specialty preferences are similar to the past, which calls for further investigation to identify driving factors on such preference.

Finding Room for Indigenous Women in Educational Leadership: Why Structured Mentorship and Training Are Needed

While the educational system attempts to recover from the last few years of teacher attrition and lower enrollments in teacher education programs, there is an opportunity within adult education to both promote and mentor indigenous women in educational leadership roles by providing education, resources, and opportunities during their training. As long as indigenous women educators are still left out of academic leadership spaces, the lack of diverse voices of women in educational leadership is an issue worth exploring. A troubling lack of mentorship, support, and opportunities exacerbates the exclusion of indigenous women educational leaders. The purpose of this paper is to explore ways that adult education programs and human resource development interventions can and should help prepare indigenous women for positions in educational leadership. Educational leadership training in higher education institutions must include structured mentorship and networking programs, efforts to understand how indigenous women learn and lead, and an embracing of alternate, indigenous ways of leading.

Higher Education Leaders as Entre-Employees: A Narrative Study

<i>During 2020, the world experienced a pandemic that led to sickness, death, and a global shutdown. Businesses closed, governments worked to keep people paid during the shutdown, children learned from their homes, and adults worked from home (for those who could).  Other adults lost their jobs due to downsizing during the pandemic, while others quit their jobs, starting the great resignation (Cook 2021). Among those affected were African American women who launched their own companies, even those with leadership roles in higher education. Whether they did so as a side business or as a second full-time career, the pandemic provided them an opportunity to take a risk. While starting a business is a cause for a celebration, the reasons behind women leaders in higher education starting their own companies is more complex. The purpose of this study, using narrative inquiry and semi-structured questions was to understand why African American women leaders, working in higher education, chose to launch their businesses during the COVID pandemic. Analyzing the participants’ life stories, the researcher discovered that familial history of entrepreneurship, inequities in the workplace, and valuing authentic leadership led African American higher education leaders to create businesses for themselves while also remaining in their higher educational roles, which they enjoyed.</i>

The Role of Educational Leadership and Practices to School System and Discipline

The Role of Educational Leadership and Practices to School System and Discipline

Breaking through the glass ceiling: Experiences of academic women who have advanced to leadership roles in tertiary education in New Zealand

Abstract Recent data shows a continuing trend of gender disparity in leadership positions in tertiary education in New Zealand with men dominating higher levels of employment and advancing at faster rates than women. This study explored the experiences of six academic women who have advanced to leadership roles in New Zealand to examine the role that gender plays in their career progression. It found a range of gendered experiences including negative incidents of sexism and obstacles to advancing. There were also stories of positive experiences of supportive work environments and initiatives such as mentoring that have aided them to gain leadership positions. Participants recognised the complexity of gender issues acknowledging the range of factors and perceptions that influence their experiences in academia.

Gender and leadership positions: understanding women's experiences and challenges in patriarchal societies in Northern Ghana

PurposeWomen are rarely seen in positions of leadership in patriarchal societies, which is unsurprising. Following gender equity policies, few women have been able to break through the gender equity barrier and assume leadership positions in schools. Few research investigations have delved into the experiences and challenges that women encounter in positions of leadership in patriarchal societies in government schools in Northern Ghana. The study seeks to comprehend the experiences and challenges that women confront in positions of leadership in patriarchal societies in Northern Ghana.Design/methodology/approachThe study aimed to gain a better understanding of the experiences and challenges that women encounter in educational leadership roles in patriarchal societies in Northern Ghana. To achieve the study's objectives, a quantitative research approach and a social survey design were used, as well as descriptive and inferential statistics.FindingsThe findings of the study revealed that in patriarchal societies in Northern Ghana, women experience conventional gender roles that conflict with roles, cultural values, gender stereotyping, family responsibilities and cultural beliefs and perceptions of women and attitudes and low expectations of women's managerial skills discourage women from taking on leadership positions in men-dominated societies.Research limitations/implicationsThere is a need to shift the gender position and question the negative cultural convictions of cultural and patriarchal societies. Equal opportunities for men and women necessitate equal access to leadership positions. It proposes that in patriarchal societies, education and community stakeholder involvement in leadership training programmes for women be considered, as policy documents alone would not be sufficient to eradicate deeply embedded cultural social practices and dispel negative notions about women in leadership positions in men-dominated societies.Originality/valueThe study established that in patriarchal societies, women experienced conventional gender roles that conflict with roles, cultural values, gender stereotyping, family responsibilities, cultural vulnerability of women and the interplay between cultural expected roles and management goals influence women from taking on leadership positions.

The Role of Transformational Educational Leadership in Developing the Saudi University System

The research's goal was to determine the transformational educational leadership’s role in developing the Saudi university system through an applied study on the University of Hail. The study relied on the survey method, Due to its relevance to the topic and objectives of the current study. The study sample consisted of (48) educational leaders at the University of Hail who constitute the study population. The Chris and Morgan table was used to determine the size of the study sample members, The study was based on the questionnaire to identify the role of transformational educational leadership in developing the Saudi university system. Finally, the study found that three dimensions of the study (ideal influence, inspirational motivation, and empowerment) had a high degree of impact, and they had a mathematical mean of (3.90, 3.97, 3.79) respectively. Accordingly, it was found that there is a high role for transformational educational leadership at the University of Hail.

A Review on Developing Digital Leadership: Assessing Strategies and Implications to Generate Links for Promoting Digital Leadership in Higher Education Institutions

This review explores the transformative impact of digital technologies in academia and the essential role of educational leadership in fostering innovation and digital transformation. Investigating strategies used by educational leaders, the study examines their effects on university culture, instructional quality, and the overall educational environment in traditional and digital practice. Digital leadership, encompassing mindset, behavior, and skills for technology-driven transformation, emerges as crucial for navigating the challenges of the 21st-century educational landscape. The synthesis of diverse studies focuses the multifaceted nature of digital leadership, advocating for adaptable, visionary leadership approaches to address digital era challenges. Furthermore, the paper emphasizes the need for a structured framework, skill development initiatives, and policy changes to align leadership styles with the demands of the evolving digital environment in higher education.

The role of 3d leadership in private education to achieve the excellent performance: An exploratory study at the Al-Kafeel University

تعد القيادة الإدارية المحرك الرئيسي للعملية الناجحة في مؤسسات التعليم العالي، وهي ملتزمة في المقام الأول بنجاح هذه المؤسسات لأن هذا النجاح يعتمد على خبراتها وقدراتها في القيادة والذي بدوره يعمل على تحقيق الأداء المتميز في أي منظمة.
 اعتمدت هذه الدراسة على البيانات المحصلة من كادر جامعة الكفيل الاهلية في النجف الاشرف. اكدت هذه البيانات ان القيادة الجامعية (العمداء) في جامعة الكفيل يطبقون أنماط القيادة ثلاثية الابعاد في كلياتهم، بمعنى ان العمداء يستخدمون الأنماط الثلاثة مع الفئات الثلاثة العاملة في الجامعة حسب واجباتهم بالشكل الاتي (نمط القيادة الأكثر فاعلية مع التدريسيون، ونمط القيادة الأقل فاعلية مع الطلبة، ونمط القيادة الأساسي مع الموظفون). كما تهدف هذه الدراسة الى استكشاف العوامل او العناصر المؤثرة على القيادة ثلاثية الابعاد ودورها على تحقيق الأداء المتميز. استخدم في هذا البحث منهج التحليل النوعي الغير عشوائي الذي يعتمد على (الخبرة والمعرفة العلمية). حيث تم اجراء عدة مقابلات مع مجموعة من عمداء جامعة الكفيل في النجف الاشرف وتم استخدام اليات برنامج (NVivo) لغرض معالجة بيانات التحليل النوعي. خرج البحث بعدة استنتاجات من أهمها ان هنالك عوامل خارجية تؤثر على دور القادة في هذه الكلية ومن ثم تؤثر بالنتيجة على الأداء المتميز الذي يسعون لتحقيقه.

Job characteristics that enrich clinician-educators’ career: a theory-informed exploratory survey

ABSTRACT Clinician educators (CEs) play a vital role in helping academic institutions achieve the missions of patient care, education and research. The driving forces that motivate pediatric CEs in professional growth and personal satisfaction remain unexplored. An exploratory survey research to investigate the job characteristics and factors that motivate CEs to pursue professional growth with personal satisfaction. Using the Job Characteristics Model (JCM) as a framework, we developed a 22-item survey comprised of the JCM derived Job Diagnostic Survey, Global Job Satisfaction scales and demographics. We collected data from January 2020 to March 2020 from self-identified pediatric CEs (with and without educational leadership roles) through a survey recruitment service. Given no data on total number of CEs in the survey pool, response rate was unknown. Job characteristics in the core job dimensions of meaningfulness, autonomy, and performance feedback, as well as, the derived Motivating Potential Score (MPS), were analyzed using descriptive statistics and regression models. From 201 respondents, including 55 education leaders, >70% were satisfied with patient care, teaching, and mentoring while <40% were satisfied with administrative and scholarly activities. Meaningfulness (in some areas), autonomy (patient care/teaching), and internal feedback (all areas) had significant effects on job satisfaction. In regression analysis, skill variety, feedback, and years of experience were associated with higher job satisfaction, and the MPS was a predictor of total job satisfaction. The JCM can be utilized to understand CE’s motivations and needs within their workplace and guide professional development via job enrichment efforts.

“It’s Not Enough to Just Insert a Few People of Color:” An Intersectional Analysis of Failed Leadership in Netflix’s The Chair Series

Leadership roles in higher education are still held predominately by white male leaders while women of color, especially, struggle to be recognized, hired, and/or appointed as leaders. In popular culture, though there have been films and television series that focus on student life on campus, there have been few representations of life as a leader in higher education. A new six-episode Netflix series, The Chair, about the first woman of color department chair at a liberal arts college examines issues of sexism and racism but doesn’t allow for a harsh enough critique of the insidious ways the institution continues to repress women, especially women of color. I engage in an intersectional analysis of the series’ representations of a department chair and argue that, while masquerading as a transformative representation, the series actually reifies the ideology of the academy (namely white supremacy and heteropatriarchy) and illustrates the ways progressive change is resisted by institutional powerbrokers holding upper-level managerial roles in the college.

Training Generations of Clinician Educators: Applying the Novel Clinician Educator Milestones to Faculty Development

Training Generations of Clinician Educators: Applying the Novel Clinician Educator Milestones to Faculty Development

Being a Woman is not a Barrier to Achieving Successful Leadership in South African Higher Education

This research aims to examine and analyse some of the problems that women in leadership positions face in South African higher education. Women have been denied leadership positions in higher education. This became increasingly clear in developing countries such asSouth Africa. However, in recent years, there has been a great increase in the achievement of women in leadership roles in higher education.. South African higher education has undergone a gender stereotype reversal, largely due to an increase in women in leadership positionssuch as vice-chancellors, rectors, deans, and department heads. This study contends that being a female does not preclude successful leadership in South African higher education. A qualitative content analysis was utilised to guide this work when reviewing and analysing current scholarly literature such as articles, book chapters, and theses. To build a coding system and present the findings of this paper, the following themes were identified:(1) challenges women face in leadership positions in South African higher education; (2) the influence of patriarchy in leadership positions in higher education; (3) Influence of patriarchy in leadership positions in higher education; (4) Redressing the challenges faced by women in higher education. The findings of this paper revealed that being a woman is not a barrier to success in leadership, but they also highlighted that women continue to face basic problems in academic leadership. This article concludes by claiming that gender stereotypes, gender inequity, and discrimination against women in leadership roles are issues preventing women from achieving their career progression goals in academia.

Women’s role in nation building: socialising Saudi female preservice teachers into leadership roles

ABSTRACT This paper is about socialising Saudi female preservice teachers (PSTs) while they are attending university into the role of educational leadership. This leadership role should be broadened to include nation building per the tenets of Saudi Arabia’s national development plan, Vision 2030. After discussing nation building and profiling the Saudi educational context (including educational reform initiatives), and after explaining Islamic understandings of educational leadership (values and traditions), an overview of the intentionally planned professional socialisation process is presented. The paper culminates in ideas around what an aligned curriculum might contain so Saudi female PSTs are exposed to educational leadership for nation building while at university. With intentional socialisation into this role, upon graduation, they should be more inclined to assume a role in nation building by (a) influencing the educational sector, players, and policies to benefit the nation and (b) convincing other sectors of the value of women and the education sector in ensuring an ambitious nation. Insights apply to other nations engaged in nation building including Arab nations.

The Role of Kyai Implementing Character Education at As-Suniyyah Islamic Boarding School

Pesantren is the oldest Islamic educational institution in Indonesia which has a noble purpose. Kyai as the leader of the Islamic boarding school plays an important role in developing character education for the students so that later after completing education at the Islamic boarding school it can be useful for the community, religion, country and nation. KH. Hisyam Tantowi is a compassionate and patient figure in educating the students, so many of the students or alumni admire him very much. This study departs from the actualization of the kiai's leadership role in character education of santri in Islamic boarding schools which consists of the role of rationality of purpose, spirituality and interpretation of the vision of education in Islamic boarding schools The method used in this study is a qualitative method in which the source of the results is obtained from interviews with predetermined sources. The results of this study prove that the Kyai's leadership role is very important for success in implementing character education in As-Suniyyah Islamic boarding schools, because of the example or real example given by the Kiai as the central leader in the Islamic boarding school and also the teacher council or ustadz and ustadzah who assist the Kiai in carrying out the wheels of education in the Islamic boarding school.

The Impact of Digital Leadership on Teachers’ Acceptance and Use of Digital Technologies

Teachers’ lack of digital competence causes learning not to be carried out optimally. Thus, the challenge for teachers is getting tougher since, in this digital era, technology mastery plays a significant role in creating quality education. Considering the importance of technology and the role of leadership in education, this study aimed to analyses the impact of digital leadership on teachers' acceptance and use of digital technologies. This research was done involving 27 elementary schools in one city. Six teachers from each school were randomly selected to be the study samples. So, there were 162 teachers involved in the research samples. The research data were collected by distributing questionnaires to measure digital leadership and questionnaires to measure teachers' acceptance and use of digital technology. The collected data were analyzed using simple regression analysis with the help of SPSS 20 for windows. The study showed that the significance of the regression direction was 8,581 with a significance (sig.) of 0.000, which indicates that the regression direction is significant. Therefore, it can be concluded that digital leadership significantly influences teachers’ acceptance and use of digital technology. Since digital leadership is needed to increase education quality, it is suggested that the school principals enhance their digital leadership. Since this research was only limited to two variables, it is necessary to do further research involving more independent variables, considering the various factors that may affect the acceptance and use of technology.

Evaluation of the Stanford Anesthesiology Faculty Teaching Scholars Program Using the Context, Input, Process, and Product Framework.

Faculty development programs are essential to the educational mission of academic medical centers as they promote skill development and career advancement and should be regularly evaluated to determine opportunities for improvement. The context, input, process, and product (CIPP) framework evaluates all phases of a program and focuses on improvement and outcomes. The aim of this study was to use the CIPP framework to evaluate the Stanford Anesthesiology Faculty Teaching Scholars Program. Using the CIPP framework, a survey was developed for alumni (2007 to 2018) of the program, followed by structured interviews, and each interview was deductively coded to identify themes. Twenty-six of the 54 (48% response rate) participants in the program completed the survey, with 23 completing their projects and 17 of those projects still part of the anesthesiology training program. Seventeen survey responders went on to educational leadership roles. Twenty-five of the 26 survey responders would recommend this program to their colleagues. Fifteen structured interviews were conducted. Using the CIPP framework, themes were identified for context (reason for participation, previous experience in medical education, and resident education impact), input (benefits/negatives of the lecture series, availability of resources, and adequacy of nonclinical time), process (resident participation, mentorship, and barriers to implementation), and product (project completion, education sustainability, positive/negative outcomes of the program, and suggestions for improvement). The CIPP framework was successfully used to evaluate the Teaching Scholars Program. Areas of improvement were identified, including changing the program for input (add education lectures customized to faculty interests) and process (formally designate an experienced mentor to faculty).

Kenyan Female Lecturers' Ambitions for Leadership and Perceived Challenges

Purpose: This study sought to determine whether there was a relationship between learned helplessness and the low involvement of women in leadership positions in higher education. &#x0D; Methodology: All of the female lecturers at KU were the study's target audience. It used a descriptive survey design. 50 female lecturers representing all the university's academic departments were chosen using stratified random sampling. A questionnaire was used to gather the information. The data were analyzed using both qualitative and quantitative data analysis methodologies. &#x0D; Results: The survey found that female instructors have high aspirations for leadership. They have shaky opinions about their possibilities of rising to positions of leadership, nevertheless. &#x0D; Conclusion: Only two female professors, or 4.3 percent, have sought for leadership roles in higher education, despite the fact that they are competent for these positions. &#x0D; Recommendations: The study also advised the university to conduct a survey to learn why women are underrepresented in leadership positions and to encourage leadership training programs for female academicians. The study recommended the government appoint more women in decision-making positions, such as parliament, and ensure compliance with gender equality as required by the constitution.

A workforce study of emergency medicine medical education fellowship directors: Describing roles, responsibilities, support, and priorities.

IntroductionDespite emergency medicine (EM) medical education fellowships increasing in number, the position of the medical education fellowship director (FD) remains incompletely defined. The goal of this study was to characterize the roles, responsibilities, support, and priorities for medical education FDs.MethodsWe adapted and piloted an anonymous electronic survey consisting of 31 single‐answer, multiple‐answer, and free‐response items. The survey was distributed to FDs via listserv and individual emails from a directory compiled from multiple online resources. We used descriptive statistics to analyze data from items with discrete answer choices. Using a constructivist paradigm, we performed a thematic analysis of free‐response data.ResultsThirty‐four medical education FDs completed the survey, resulting in a response rate of 77%. Thirty‐eight percent of respondents were female. Fifty‐three percent earned master's degrees in education and 35% completed a medical education fellowship. Most respondents held other education leadership roles including program director (28%), associate/assistant program director (28%), and vice chair (25%). Sixty‐three percent received support in their role, including clinical buy‐down (90%), administrative assistants (55%), and salary (5%). There was no difference (χ2 [2, n = 32] = 1.77, p = 0.41) between availability of support and type of hospital (community, university, or public hospital). Medical education FDs dedicated a median of 12 h per month to fellowship responsibilities, include education (median 35% of time), program administration (25%), research mentorship (15%), and recruitment (10%). Medical education FDs describe priorities that can be categorized into three themes related to fellows, fellowship, and institution.ConclusionThis study provides insight into the current position and experience of medical education FDs. The results can clarify the role and responsibilities of FDs as the demand for medical education FDs increases.