School Leaders Research Articles

Improvement science and school leadership: the precarious path to dynamic school improvement

Improvement science and school leadership: the precarious path to dynamic school improvement

Physician Altruism and Spending, Hospital Admissions, and Emergency Department Visits

Altruism-putting the patient first-is a fundamental component of physician professionalism. Evidence is lacking about the relationship between physician altruism, care quality, and spending. To determine whether there is a relationship between physician altruism, measures of quality, and spending, hypothesizing that altruistic physicians have better results. This cross-sectional study that used a validated economic experiment to measure altruism was carried out between October 2018 and November 2019 using a nationwide sample of US primary care physicians and cardiologists. Altruism data were linked to 2019 Medicare claims and multivariable regressions were used to examine the relationship between altruism and quality and spending measures. Overall, 250 physicians in 43 medical practices that varied in size, location, and ownership, and 7626 Medicare fee-for-service beneficiaries attributed to the physicians were included. The analysis was conducted from April 2022 to August 2024. Physicians completed a widely used modified dictator-game style web-based experiment; based on their responses, they were categorized as more or less altruistic. Potentially preventable hospital admissions, potentially preventable emergency department visits, and Medicare spending. In all, 1599 beneficiaries (21%) were attributed to the 45 physicians (18%) categorized as altruistic and 6027 patients were attributed to the 205 physicians not categorized as altruistic. Adjusting for patient, physician, and practice characteristics, patients of altruistic physicians had a lower likelihood of any potentially preventable admission (odds ratio [OR], 0.60; 95% CI, 0.38-0.97; P = .03) and any potentially preventable emergency department visit (OR, 0.64; CI, 0.43-0.94; P = .02). Adjusted spending was 9.26% lower (95% CI, -16.24% to -2.27%; P = .01). This cross-sectional study found that Medicare patients treated by altruistic physicians had fewer potentially preventable hospitalizations and emergency department visits and lower spending. Policymakers and leaders of hospitals, medical practices, and medical schools may want to consider creating incentives, organizational structures, and cultures that may increase, or at least do not decrease, physician altruism. Further research should seek to identify these and other modifiable factors, such as physician selection and training, that may shape physician altruism. Research could also analyze the relationship between altruism and quality and spending in additional medical practices, specialties, and countries, and use additional measures of quality and of patient experience.

School Leader Preparation in the U.S. State of Virginia: Exploring the Relationship between Data Use in Standards and Program Delivery

School Leader Preparation in the U.S. State of Virginia: Exploring the Relationship between Data Use in Standards and Program Delivery

A focus on quality of teaching in schools increases students’ progress of attainment. Evidence from English secondary schools

ABSTRACT This article investigates the relationship between school-level factors associated with school quality and progress in student attainment in English secondary schools. Furthermore, it examines the relationship between frequency of classroom observation of teaching (by school leaders or by fellow teachers) in English secondary schools and progress in student attainment. It details findings of a quantitative phase of analysis within a broader mixed-methods study with the purpose of informing best practice in school development in Austria. Results suggest that students attending schools in which leaders and teachers perceive a greater emphasis on policy concerning quality of teaching tend to achieve greater progression in attainment relative to peers. Whilst frequency of classroom observation by leadership staff does not appear to be associated with progress in student attainment, students attending schools in which classroom observation is undertaken by fellow teachers with greater frequency tend to achieve greater progress in attainment relative to peers.

Nurturing teachers’ creativity: Exploring leadership roles and constraints

Creativity research suggests the profound effect of leadership on the social environment that influences creativity within organisations. Despite numerous studies that claimed a role for leadership in nurturing creativity, the effects of instructional and innovative leadership on creativity development leading to organisational growth have remained largely overlooked. Therefore, this study examines the influence of leadership on teachers’ creativity. Data were collected from 369 teachers serving in secondary schools in Malaysia. In addition, three principals were also interviewed to understand how school leadership strategies can enhance teachers’ creativity within the school context. In addition, their challenges in supporting teachers’ creativity and innovation were explored. Results indicate that they mostly preferred instructional leadership rather than innovative leadership which aimed to influence their creativity. Findings from the structural model have confirmed that instructional leadership was the most preferred leadership practice compared to innovative leadership when enhancing teacher creativity. In exploring support for creativity, principals mainly used incentive and informal support and encouragement with teachers. In understanding principals’ constraints, senior teachers who are reluctant to change and principals’ heavy workloads and shortage of time are mentioned as challenges that principals need to face while supporting teachers’ creativity in schools. This study recommends that school leaders must possess sufficient knowledge and skill to support teachers’ creativity which requires that school leaders are open to and supportive of creative activities. The results also indicate that school leaders need to understand teachers’ requirements as providers of creative teaching and learning.

The development and status of self-evaluation as a component of school inspection and quality assurance: A comparison across four countries

Objective and rationaleThe increasing prominence of school self-evaluation (SSE) as a pivotal element in global quality assurance practices is attributed to its cost-effectiveness, relevance to school contexts, empowerment of schools in managing and leading the school self-evaluation processes and holding them accountable for achievement standards. This paper aims to explore various approaches and SSE practices through the evolution and current status of school self-evaluation within the realms of school inspection and quality assurance in Dubai, Ireland, New Zealand and Pakistan. The paper emphasises a comparative perspective to showcase SSE models from these countries as pioneering initiatives for quality assurance in educational improvement, especially for nations where SSE practices are still evolving. MethodsThis study employs literature review, document analysis, and semi-structured interviews with school leaders (n = 32) to offer insights into current school self-evaluation practices in these four countries through a comparative analysis. These methods were chosen in line with the specific aims and research questions of the paper which are to provide an overview from the research literature of the development and current status of SSE as an element of school evaluation in each country studied. To analyse, compare and contrast policy in the area in each case and to obtain, through interviews, rich deep data and findings on the attitude and opinions of key personnel in each country on SSE as a policy and practice. ResultsSchool self-evaluation (of varying types) is being built into each school evaluation system and becoming an integral part of inspection and quality assurance, and it is argued here, broadly moving along a similar spectrum in each case. However, for now, SSE practices are different in all four countries, usually due to the stage of development of the school inspection system and, above all, the overall structure of their respective educational landscapes— that is to say, whether it is a centralised, controlled and hierarchical education system or a decentralised and autonomous system. ConclusionThe study suggests that it is possible to integrate school self-evaluation into a wide range of educational systems and philosophies, eventually leading to educational improvement in any country following the case study countries discussed as models.

Enhancing teacher status in Kazakhstan: The role of school leaders and policy support

This article investigates the role of school leaders in enhancing the status of teachers in Kazakhstan using a mixed-methods approach with data from questionnaires and semi-structured interviews. Findings show a positive attitude towards legislative measures but highlight a gap between policy and practice as school leaders often neglect their legal duties. The study emphasizes the critical role of school leaders in providing support and professional growth opportunities, significantly affecting teachers' perceptions of their status and job satisfaction. It also reveals that the school's built environment and academic rankings influence teachers' social status. The results stress the importance of effective policy implementation, increased administrative support, and a focus on teacher welfare to elevate professional status, offering valuable insights for policymakers, school administrators, and educators.

Políticas de liderazgo y gestión en instituciones de educación superior de México y Costa Rica

Educational policies focused on management and leadership in higher education have gained significant importance in recent years. Decision-making, planning, organizing, and executing strategies are the responsibility of the leadership of schools, units, and faculties within various university bodies. The knowledge, skills, and competencies in management and leadership of these leaders are essential elements for implementing development strategies for research, teaching, and outreach. This study aims to compare educational leadership policies in higher education in Mexico and Costa Rica, focusing on regulations, policies, and professional development at the University of Guadalajara, the National University of Costa Rica, and the University of Costa Rica, as well as to identify a binational model. The research was conducted from a naturalistic approach with a comparative methodology, using the case study technique through document analysis. The findings conclude that the three universities are characterized by a diversity of styles and approaches in their policies, regulations, training programs, and curricula to address management and leadership, ranging from more traditional models to more participatory and collaborative approaches. They address university organization indifferent and varied ways, each with a specific logic. It was not possible to determine a binational university leadership model, nor are there institutional policies directly aimed at management and leadership for university authorities, thus opening a research avenue for future academic and interinstitutional practice.

The Effect of Principal Leadership, Ethos, and Work Climate on Educator Performance MAN District of Sumedang

Education is seen as a valuable investment in improving the quality of human resources and building a nation. The research focuses on the MAN Se-Kab district of Sumedang to analyze the leadership of the head of the school, the work ethos, the working climate, and the performance of the educators. Quantitative survey methods are used with data collection using lifts. Data analysis includes validity, reliability, classical assumption tests, double linear regression, and hypothesis tests. Research at MAN Se-Kab district Sumedang found that the leadership of the head of school, the work ethos, and the working climate were rated "Good" (average 4.24, 4.58, and 4.27), as well as the performance of educators. (rata-rata 3,90). Nevertheless, the leadership of the head of the school did not significantly impact the teacher's version (t count -1,035 < 2,012, significance 0,306 > 0,05). On the contrary, the work ethos (2,621, significance 0.042 < 0,05) and the working climate (2,047, signification 0.053 < 0.05) had a significant positive impact. Simultaneously, the three variables influence the performance of educators (f counts 10,890 > f table 4,052, significance 0,045 < 0,05). The determination coefficient of 30.4% suggests that the head of school leadership, work ethos, and work climate variables can explain variations in teacher performance. In comparison, the other 34.8% variations are influenced by external factors such as culture and environment. Research recommendations include improved teacher performance and the role of the head of school in creating a productive working environment. The study provides in-depth insight into education dynamics in the MAN Se-Kab district of Sumedang, providing a basis for improving the quality of educators' performance and leadership.

Gender Disparity Among Top North American Medical Schools and Their Affiliated Radiology Departments: Medical school vs Radiology - Gender Diverse?

PurposeThis study aimed to evaluate the degree of gender disparity in leadership positions at the top 25 medical schools in North America compared to their affiliated radiology departments. MethodsThe academic rank and leadership appointment of medical school and radiology faculty were obtained from publicly available official websites between June-November 2022. Gender was determined using self-identified pronouns on website biographies. Alternatively, gender API software was used. Finally, SCOPUS Elsevier was used to extract research output metrics including publication counts, citations, and h-indices. Statistical analysis was conducted using the IBM SPSS Statistics version 25 software. Results2216 individuals across 25 medical schools were included in this study. 1301 (58.7%) were part of the medical school and 915 (41.3%) were part of the affiliated radiology departments. Additionally, 1575 (71.1%) were identified as men and 641 (28.9%) as women. Rank biserial correlations showed a significant association between higher academic rank and male gender (rpb = 0.143, p < 0.001) regardless of affiliation (medical school leadership versus radiology faculty); this disparity was largest at the highest academic ranks. Male gender was associated with higher research productivity relative to female gender regardless of affiliation (p < 0.001). There were minimal statistical differences in leadership positions between genders, however the proportion of men holding the position of dean was two times higher than women. ConclusionThe underrepresentation of women in academic medicine is prevalent in the top-ranking medical institutions in North America and disproportionately involves senior academic ranks and leadership positions.

중국 중등학교의 분산적 리더십 진단도구 개발 및 타당화

Purpose: This study was to explore the concept and components of distributed leadership in secondary schools, and to develop and validate a scale that can objectively measure distributed leadership components. Methods: In this study, a two-step Delphi survey was conducted to develop the distributed leadership concept, components, and questions, and 298 preliminary and 842 main surveys were conducted for secondary school teachers to validate the scale. Results: In this study, distributed leadership is defined as leadership that is not limited to the capabilities or systems of individual leaders under a common vision, but is distributed in a community of practice formed by the action of three elements: leader, member, and situation. Distributed leadership in secondary schools consists of four elements: school's vision, leader, member, and situation, and the final development questions were found to be five questions for the school's vision, six questions for leader, seven questions for member, and eight questions for situation. Conclusion: The distributed leadership scale in secondary schools developed in this study was an empirical study that could clarify differences in various individual variations related to distributed leadership and explore structural relationships between range of factors affecting distributed leadership in secondary schools.

Dr. A.P.J ABDUL KALAM’S THOUGHTS ON LEADERSHIP IN EDUCATION AS LEADERSHIP

Abstract – The primary focus of the students should be to excel in their studies. This is their first contribution to the development of the nation. The education system should instil in the minds of student’s capacities of inquiry, creativity, technology, entrepreneurial and moral leadership. If we develop in all our students these five capacities, we will produce “Autonomous Learner” a self-directed, self-controlled, lifelong learner, who will have the capacity to both respect authority and at the same time is capable of questioning authority, in an appropriate manner. Education also create leadership in the student’s life, this leadership of school and college life students motivate and change their life. They take new turn and tomorrow leaders. Key words: Leadership, discipline, learner self-control .

Lived Experiences of School Heads During Post-Pandemic: Building Resilience and Navigating Schools to Recovery Amidst Disruptive Times

Crisis management practices among school leaders are critical for effective emergency response and resilience. Crisis management studies are essential because unanticipated crises, such as health concerns and calamities, disrupt the learning process. This phenomenological research explores the lived experiences of school heads during the post-pandemic period when they built resilience and navigated their schools back to recovery. Adapting to changing circumstances, finding effective ways to bridge learning gaps and promoting staff and learner well-being are the major challenges facing school heads after pandemic. Real-life situations are further explored through this research to aid in crisis management. This study is crucial because it aids organizations in their effective planning, rapid response, and recovery from unexpected crises. Eight school heads from the Philippines were selected as participants. The researcher utilized a validated questionnaire to gather data on various school management strategies before and after the pandemic. The post-pandemic posed challenges, needs, and opportunities due to protocols, settings, and requirements while incorporating resilience strategies and implementing proactive school recovery approaches. The ANCHOR model was developed as a crisis management framework based on the findings and observations. This process consists of five stages: acclimatization, necessity appraisal, counter-response and handling, opportune resilience strategies application, and recovery and restructuring. It can be applied by organizations to manage crises and recover, emphasizing crisis management skills to improve organizational performance. The model can aid school heads in making informed decisions and navigate institutions to recovery. Finally, this research encapsulates that crisis management skills are essential to organizational performance, particularly in academic institutions.

Experiences of peer educators in a high school sexual and reproductive health peer education programme in Rwanda

Background: To contribute to a reduction in teenage pregnancy among in-school adolescents in Rwanda, a sexual and reproductive health peer education programme (SRHPEP) was developed and implemented. Reflecting on the unique characteristics of this newly implemented programme, and understanding peer educators’ (PEs) and facilitators’ perspectives, can provide insights into the programme’s effectiveness and feedback to improve the programme in the future. This study explored the experiences of being a PE in the SRHPEP from the perspectives of PEs and facilitators. Design: Qualitative exploratory design. Setting: Data collection took placed in three public high schools in Rwanda. Method: Three focus group discussions (FGDs) with 22 PEs and 5 in-depth interviews with facilitators were conducted. Results: Thematic analysis identified the benefits of being a PE, including increased competence, enhanced relationships and an improved society’s understanding of sexual and reproductive health (SRH). PEs faced challenges, however, including bullying, limited resources and time constraints. A support system (comprising PEs themselves, facilitators and school leadership) and refresher training made being a PE easier. Study participants suggested allocating enough time, training larger numbers of PEs and the provision of contextually relevant educational materials to improve the programme. Conclusion: Findings from this study can be used to guide the development of future ways of strengthening the SRHPEP in schools. They can also help to ensure that PEs are adequately supported in their roles and the needs of the students are met.

Unlocking Potential Overcoming Educational Challenges through Leadership in Qatar: A Thematic Analysis-Based Approach

Background: Qatar's ambitious vision of becoming a knowledge economy necessitates a robust education system. However, persistent challenges such as students’ socioeconomic disparities, gender inequality, and language barriers impede educational progress. Addressing these barriers requires effective leadership strategies within the educational administration. Aim: This qualitative study aims to investigate the educational barriers and challenges in Qatar’s schools and propose leadership solutions to overcome them. By exploring the perspectives of teachers, it seeks to identify key challenges and inform leadership approaches that enhance the accessibility and quality of education in schools. Method: An inductive thematic analysis approach was employed, involving semi-structured interviews with experienced school teachers (N=10) to achieve the main aim of the study. Data collection and analysis were conducted systematically using qualitative data analysis software to identify emergent themes and provide insights into the challenges of educational administration and potential solutions. Findings and Results: The analysis revealed significant challenges in Qatar's education system, particularly schools, including the impact of students’ socioeconomic status, gender inequality, language barriers, and inadequate support for special needs. However, the potential for leadership initiatives to address these challenges and improve educational outcomes was evident. Conclusion: Effective educational leadership in Qatari schools is crucial for overcoming barriers and fostering a conducive learning environment for all students. By implementing targeted interventions, promoting inclusive practices, and collaborating with stakeholders, educational administrators, i.e. school leadership, can drive positive change and unlock the nation's educational potential.

Cooperative Learning Approaches and Students’ Performance in Mathematics in Public Secondary Schools in Rwanda

The study investigated the impact of cooperative learning approaches on student performance in mathematics in public secondary schools in Rwanda. It focused on three key areas: the role of face-to-face interaction, the influence of group accountability, and the effect of interpersonal skills on students’ academic success. The target population included 101 students, 95 math teachers, and 35 school leaders, totaling 231 respondents from public secondary schools in Nyaruguru, with a sample size of 146 determined using the Yamane formula. Primary data were collected through questionnaires, while secondary data were obtained via interviews and observations. The study employed purposive, stratified, and simple random sampling, utilizing both quantitative and qualitative methodologies. Results indicated strong support for the benefits of cooperative learning. For face-to-face interaction, 71.9% of respondents strongly agreed that it promotes collaboration and problem solving, while 60.9% acknowledged it helps them identify their strengths and weaknesses quickly. Additionally, 61.3% felt that personalized support from teachers enhances their learning experience. Regarding group accountability, 71.9% noted that it motivates students to work harder and seek help, and 62.5% believed it fosters a sense of collective responsibility. Importantly, 73.4% agreed that group accountability contributes to a positive learning environment. The study recommends that educational planners create effective settings to enhance student achievement and encourage active engagement. Schools should integrate cooperative learning strategies into their curricula, and parents should be informed about their benefits to support group activities. Finally, the curriculum should allow flexibility to incorporate diverse cooperative learning methods, reflecting the varied impacts observed in the study.

Implementing Technology Leadership Competency Standards for School Leaders: Enhancing Educational Quality in the Digital Age

Technological advancements are profoundly impacting various aspects of life, including education. This study investigates the necessity of Technology Leadership Competency Standards for school leaders to facilitate technology integration in schools. Employing a qualitative approach with basic interpretive methods, the study gathered insights through expert interviews. The findings indicate that Technology Leadership Competency Standards for School Leaders are essential for enhancing educational quality in the digital age, providing structured guidance, and fostering uniformity in technology use across schools. Expert insights reveal that these standards significantly improve leadership skills, support professional development, and create a clear framework for effectively integrating technology into educational practices. Implementing these standards ensures schools are prepared for future technological challenges and fosters ongoing growth and innovation in education.

How Professional Learning Networks Can Support Teachers’ Data Literacy: In Conversation with Experts

In the last decade data-based decision making has been promoted to stimulate school improvement and student learning. However, many teachers struggle with one or more elements of data-based decision making, as they are often not data literate. In this exploratory study, professional learning networks are presented as a way to provide access to data literacy that is not available in schools. Through interviews with scientific experts (n = 14), professional learning networks are shown to contribute to data-based decision making in four ways: (1) by regulating motivation and emotions throughout the process, (2) by encouraging cooperation by sharing different perspectives and experiences, (3) increasing collaboration to solve complex educational problems, and (4) encouraging both inward and outward brokering of knowledge. The experts interviewed have varying experiences on whether professional learning networks should have a homogenous and heterogenous composition, the degree of involvement of the school leaders, and which competencies a facilitator needs to facilitate the process of data-based decision making in a professional learning network.

On the Anniversary of the Academician of the National Academy of Sciences of Belarus Stanislav Ivanovich Grib

Stanislav Ivanovich Grib, Doctor of Agricultural Sciences, Professor, an Honored Scientist of the Republic of Belarus, a Laureate of the State Prize of the Republic of Belarus, an Academician of the National Academy of Sciences (NAS) of Belarus, a Foreign Member of the Russian Academy of Sciences and the National Academy of Agrarian Sciences of Ukraine, a talented Belarusian scientist in the field of plant breeding, known in the country and abroad, the leader of the Belarusian scientific school in the area of breeding and seed production, an experienced organizer of agricultural science, turned 80 years old on August 6, 2024. He was the first in Belarus to scientifically substantiate and implement in practice a new scientific direction, that is, breeding of intensive varieties of grain crops with a yield of 10-12 t/ha of grain; developed methods for broadening genetic diversity and identifying genotypes that combine high productivity and good product quality with tolerance to biotic and abiotic environmental factors; substantiated the parameters of the model of intensive varieties; created and introduced into production systems of highly productive, resource-saving varieties of barley, triticale, and spring wheat. The results of his research have been published in more than 700 scientific works, including 12 monographs, books and textbooks. Stanislav Ivanovich is the author of eight inventions and 89 varieties of agricultural plants. Academician S.I. Grib, the leader of the scientific school of plant breeding in Belarus, trained four doctors and twelve candidates of science. S.I. Grib's achievements have been recognized abroad. He was elected a foreign member of the Russian Academy of Sciences and the National Academy of Agrarian Sciences of Ukraine, an Honorary Professor of the Siberian Branch of the Russian Academy of Sciences, a member of the European Association of Plant Breeders (EUCARPIA), and an Honorary Doctor of the Belarusian Agricultural Academy (BSAA). Stanislav Ivanovich was awarded the Order of the Badge of Honor, a diploma of the Supreme Council of the BSSR, medals and diplomas of the Exhibition of Economic Achievements, honorary diplomas of the National Academy of Sciences of Belarus, the Ministry of Agriculture and Food of the Republic of Belarus, and the Scientific and Practical Center of the National Academy of Sciences of Belarus for Agriculture.

Secondary vocational education and academic motivation in Sint Maarten

This study investigates the relationship between career and study fair participation and the motivations of Sint Maarten’s secondary vocational students. Using a mixed-method design, data was collected from 98 participants (N = 98) who completed an online survey consisting of the Academic Motivation Scale (AMS). Twenty-one survey participants were subsequently interviewed. Key findings indicated that extrinsic motivation was the highest among participants. The results indicate that a single career fair alone may not be sufficient for improving the intrinsic motivation of students. Future studies should investigate the impact of attending multiple career fairs over a longer period. Overall, the research findings contribute to our understanding of academic motivation and the correlations between career and study fairs and secondary vocational student motivations in Sint Maarten. The findings highlight the importance of improving fair attendance through better promotion and logistical support for students, while also emphasizing the need to address stigmas that affect intrinsic motivation of students. The findings of this study can be particularly useful among policymakers and school leaders in the field of vocational education.