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Publisher: Emerald   (Total: 335 journals)

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Showing 1 - 200 of 335 Journals sorted alphabetically
A Life in the Day     Hybrid Journal   (Followers: 10)
Academia Revista Latinoamericana de Administración     Open Access   (Followers: 2, SJR: 0.144, h-index: 4)
Accounting Auditing & Accountability J.     Hybrid Journal   (Followers: 30)
Accounting Research J.     Hybrid Journal   (Followers: 24, SJR: 0.26, h-index: 7)
Accounting, Auditing and Accountability J.     Hybrid Journal   (Followers: 20, SJR: 0.88, h-index: 40)
Advances in Accounting Education     Hybrid Journal   (Followers: 15, SJR: 0.514, h-index: 5)
Advances in Appreciative Inquiry     Hybrid Journal   (SJR: 0.124, h-index: 5)
Advances in Autism     Hybrid Journal   (Followers: 12)
Advances in Dual Diagnosis     Hybrid Journal   (Followers: 48, SJR: 0.228, h-index: 2)
Advances in Gender Research     Full-text available via subscription   (Followers: 3, SJR: 0.229, h-index: 7)
Advances in Intl. Marketing     Full-text available via subscription   (Followers: 5, SJR: 0.123, h-index: 11)
Advances in Mental Health and Intellectual Disabilities     Hybrid Journal   (Followers: 61, SJR: 0.29, h-index: 5)
Advances in Mental Health and Learning Disabilities     Hybrid Journal   (Followers: 31)
African J. of Economic and Management Studies     Hybrid Journal   (Followers: 11, SJR: 0.125, h-index: 2)
Agricultural Finance Review     Hybrid Journal  
Aircraft Engineering and Aerospace Technology     Hybrid Journal   (Followers: 190, SJR: 0.391, h-index: 18)
American J. of Business     Hybrid Journal   (Followers: 17)
Annals in Social Responsibility     Full-text available via subscription  
Anti-Corrosion Methods and Materials     Hybrid Journal   (Followers: 10, SJR: 0.215, h-index: 25)
Arts and the Market     Hybrid Journal   (Followers: 9)
Asia Pacific J. of Marketing and Logistics     Hybrid Journal   (Followers: 8, SJR: 0.244, h-index: 15)
Asia-Pacific J. of Business Administration     Hybrid Journal   (Followers: 4, SJR: 0.182, h-index: 7)
Asian Association of Open Universities J.     Open Access  
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian J. on Quality     Hybrid Journal   (Followers: 2)
Asian Review of Accounting     Hybrid Journal   (Followers: 2, SJR: 0.29, h-index: 7)
Aslib J. of Information Management     Hybrid Journal   (Followers: 25, SJR: 0.65, h-index: 29)
Aslib Proceedings     Hybrid Journal   (Followers: 284)
Assembly Automation     Hybrid Journal   (Followers: 2, SJR: 0.657, h-index: 26)
Baltic J. of Management     Hybrid Journal   (Followers: 3, SJR: 0.354, h-index: 14)
Benchmarking : An Intl. J.     Hybrid Journal   (Followers: 10, SJR: 0.556, h-index: 38)
British Food J.     Hybrid Journal   (Followers: 16, SJR: 0.329, h-index: 35)
Built Environment Project and Asset Management     Hybrid Journal   (Followers: 15, SJR: 0.232, h-index: 4)
Business Process Re-engineering & Management J.     Hybrid Journal   (Followers: 8, SJR: 0.614, h-index: 42)
Business Strategy Series     Hybrid Journal   (Followers: 6, SJR: 0.201, h-index: 6)
Career Development Intl.     Hybrid Journal   (Followers: 17, SJR: 0.686, h-index: 32)
China Agricultural Economic Review     Hybrid Journal   (Followers: 2, SJR: 0.238, h-index: 10)
China Finance Review Intl.     Hybrid Journal   (Followers: 5)
Chinese Management Studies     Hybrid Journal   (Followers: 4, SJR: 0.216, h-index: 12)
Circuit World     Hybrid Journal   (Followers: 15, SJR: 0.346, h-index: 17)
Collection Building     Hybrid Journal   (Followers: 11, SJR: 0.829, h-index: 10)
COMPEL: The Intl. J. for Computation and Mathematics in Electrical and Electronic Engineering     Hybrid Journal   (Followers: 3, SJR: 0.269, h-index: 22)
Competitiveness Review : An Intl. Business J. incorporating J. of Global Competitiveness     Hybrid Journal   (Followers: 6)
Construction Innovation: Information, Process, Management     Hybrid Journal   (Followers: 14, SJR: 0.508, h-index: 8)
Corporate Communications An Intl. J.     Hybrid Journal   (Followers: 7, SJR: 0.703, h-index: 26)
Corporate Governance Intl. J. of Business in Society     Hybrid Journal   (Followers: 7, SJR: 0.309, h-index: 29)
Critical Perspectives on Intl. Business     Hybrid Journal   (SJR: 0.32, h-index: 15)
Cross Cultural & Strategic Management     Hybrid Journal   (Followers: 8, SJR: 0.356, h-index: 13)
Development and Learning in Organizations     Hybrid Journal   (Followers: 7, SJR: 0.138, h-index: 8)
Digital Library Perspectives     Hybrid Journal   (Followers: 22)
Direct Marketing An Intl. J.     Hybrid Journal   (Followers: 6)
Disaster Prevention and Management     Hybrid Journal   (Followers: 23, SJR: 0.533, h-index: 32)
Drugs and Alcohol Today     Hybrid Journal   (Followers: 141, SJR: 0.241, h-index: 4)
Education + Training     Hybrid Journal   (Followers: 22, SJR: 0.532, h-index: 30)
Education, Business and Society : Contemporary Middle Eastern Issues     Hybrid Journal   (SJR: 0.141, h-index: 10)
Emerald Emerging Markets Case Studies     Hybrid Journal   (Followers: 1)
Employee Relations     Hybrid Journal   (Followers: 6, SJR: 0.435, h-index: 22)
Engineering Computations     Hybrid Journal   (Followers: 4, SJR: 0.387, h-index: 39)
Engineering, Construction and Architectural Management     Hybrid Journal   (Followers: 14, SJR: 0.541, h-index: 28)
Equal Opportunities Intl.     Hybrid Journal   (Followers: 3)
Equality, Diversity and Inclusion : An Intl. J.     Hybrid Journal   (Followers: 14, SJR: 0.239, h-index: 9)
EuroMed J. of Business     Hybrid Journal   (Followers: 1, SJR: 0.145, h-index: 9)
European Business Review     Hybrid Journal   (Followers: 8, SJR: 0.481, h-index: 21)
European J. of Innovation Management     Hybrid Journal   (Followers: 23, SJR: 0.596, h-index: 30)
European J. of Marketing     Hybrid Journal   (Followers: 21, SJR: 0.933, h-index: 55)
European J. of Training and Development     Hybrid Journal   (Followers: 10, SJR: 0.489, h-index: 23)
Evidence-based HRM     Hybrid Journal   (Followers: 6)
Facilities     Hybrid Journal   (Followers: 2, SJR: 0.371, h-index: 18)
Foresight     Hybrid Journal   (Followers: 7, SJR: 0.486, h-index: 20)
Gender in Management : An Intl. J.     Hybrid Journal   (Followers: 17, SJR: 0.359, h-index: 22)
Grey Systems : Theory and Application     Hybrid Journal   (Followers: 1)
Health Education     Hybrid Journal   (Followers: 3, SJR: 0.383, h-index: 17)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 47, SJR: 0.172, h-index: 4)
History of Education Review     Hybrid Journal   (Followers: 13, SJR: 0.141, h-index: 2)
Housing, Care and Support     Hybrid Journal   (Followers: 9, SJR: 0.174, h-index: 4)
Human Resource Management Intl. Digest     Hybrid Journal   (Followers: 17, SJR: 0.121, h-index: 6)
Humanomics     Hybrid Journal   (Followers: 2, SJR: 0.14, h-index: 4)
IMP J.     Hybrid Journal  
Indian Growth and Development Review     Hybrid Journal   (SJR: 0.163, h-index: 4)
Industrial and Commercial Training     Hybrid Journal   (Followers: 5, SJR: 0.217, h-index: 14)
Industrial Lubrication and Tribology     Hybrid Journal   (Followers: 6, SJR: 0.322, h-index: 19)
Industrial Management & Data Systems     Hybrid Journal   (Followers: 6, SJR: 0.63, h-index: 69)
Industrial Robot An Intl. J.     Hybrid Journal   (Followers: 3, SJR: 0.375, h-index: 32)
Info     Hybrid Journal   (Followers: 1, SJR: 0.25, h-index: 21)
Information and Computer Security     Hybrid Journal   (Followers: 22)
Information Technology & People     Hybrid Journal   (Followers: 46, SJR: 0.576, h-index: 28)
Interactive Technology and Smart Education     Hybrid Journal   (Followers: 14, SJR: 0.112, h-index: 1)
Interlending & Document Supply     Hybrid Journal   (Followers: 62, SJR: 0.48, h-index: 13)
Internet Research     Hybrid Journal   (Followers: 43, SJR: 1.746, h-index: 57)
Intl. J. for Lesson and Learning Studies     Hybrid Journal   (Followers: 4)
Intl. J. for Researcher Development     Hybrid Journal   (Followers: 9)
Intl. J. of Accounting and Information Management     Hybrid Journal   (Followers: 9, SJR: 0.304, h-index: 7)
Intl. J. of Bank Marketing     Hybrid Journal   (Followers: 8, SJR: 0.515, h-index: 38)
Intl. J. of Climate Change Strategies and Management     Hybrid Journal   (Followers: 14, SJR: 0.416, h-index: 7)
Intl. J. of Clothing Science and Technology     Hybrid Journal   (Followers: 6, SJR: 0.279, h-index: 25)
Intl. J. of Commerce and Management     Hybrid Journal   (Followers: 1)
Intl. J. of Conflict Management     Hybrid Journal   (Followers: 15, SJR: 0.763, h-index: 38)
Intl. J. of Contemporary Hospitality Management     Hybrid Journal   (Followers: 12, SJR: 1.329, h-index: 35)
Intl. J. of Culture Tourism and Hospitality Research     Hybrid Journal   (Followers: 18, SJR: 0.399, h-index: 5)
Intl. J. of Development Issues     Hybrid Journal   (Followers: 10)
Intl. J. of Disaster Resilience in the Built Environment     Hybrid Journal   (Followers: 8, SJR: 0.225, h-index: 7)
Intl. J. of Educational Management     Hybrid Journal   (Followers: 5, SJR: 0.424, h-index: 32)
Intl. J. of Emergency Services     Hybrid Journal   (Followers: 4, SJR: 0.179, h-index: 1)
Intl. J. of Emerging Markets     Hybrid Journal   (Followers: 4, SJR: 0.199, h-index: 5)
Intl. J. of Energy Sector Management     Hybrid Journal   (Followers: 3, SJR: 0.25, h-index: 12)
Intl. J. of Entrepreneurial Behaviour & Research     Hybrid Journal   (Followers: 5, SJR: 0.694, h-index: 28)
Intl. J. of Event and Festival Management     Hybrid Journal   (Followers: 6, SJR: 0.32, h-index: 8)
Intl. J. of Gender and Entrepreneurship     Hybrid Journal   (Followers: 6, SJR: 0.638, h-index: 6)
Intl. J. of Health Care Quality Assurance     Hybrid Journal   (Followers: 11, SJR: 0.352, h-index: 32)
Intl. J. of Health Governance     Hybrid Journal   (Followers: 26, SJR: 0.277, h-index: 15)
Intl. J. of Housing Markets and Analysis     Hybrid Journal   (Followers: 9, SJR: 0.201, h-index: 5)
Intl. J. of Human Rights in Healthcare     Hybrid Journal   (Followers: 9, SJR: 0.13, h-index: 2)
Intl. J. of Information and Learning Technology     Hybrid Journal   (Followers: 7)
Intl. J. of Innovation Science     Hybrid Journal   (Followers: 9, SJR: 0.173, h-index: 5)
Intl. J. of Intelligent Computing and Cybernetics     Hybrid Journal   (Followers: 3, SJR: 0.258, h-index: 10)
Intl. J. of Intelligent Unmanned Systems     Hybrid Journal   (Followers: 4, SJR: 0.145, h-index: 2)
Intl. J. of Islamic and Middle Eastern Finance and Management     Hybrid Journal   (Followers: 9)
Intl. J. of Law and Management     Hybrid Journal   (Followers: 2, SJR: 0.107, h-index: 2)
Intl. J. of Law in the Built Environment     Hybrid Journal   (Followers: 4, SJR: 0.111, h-index: 2)
Intl. J. of Leadership in Public Services     Hybrid Journal   (Followers: 17)
Intl. J. of Lean Six Sigma     Hybrid Journal   (Followers: 7, SJR: 0.562, h-index: 15)
Intl. J. of Logistics Management     Hybrid Journal   (Followers: 12, SJR: 0.998, h-index: 15)
Intl. J. of Managerial Finance     Hybrid Journal   (Followers: 7, SJR: 0.212, h-index: 11)
Intl. J. of Managing Projects in Business     Hybrid Journal   (Followers: 2)
Intl. J. of Manpower     Hybrid Journal   (Followers: 2, SJR: 0.354, h-index: 37)
Intl. J. of Mentoring and Coaching in Education     Hybrid Journal   (Followers: 26)
Intl. J. of Migration, Health and Social Care     Hybrid Journal   (Followers: 11, SJR: 0.261, h-index: 5)
Intl. J. of Numerical Methods for Heat & Fluid Flow     Hybrid Journal   (Followers: 11, SJR: 0.594, h-index: 32)
Intl. J. of Operations & Production Management     Hybrid Journal   (Followers: 19, SJR: 2.198, h-index: 94)
Intl. J. of Organizational Analysis     Hybrid Journal   (Followers: 3, SJR: 0.222, h-index: 11)
Intl. J. of Pervasive Computing and Communications     Hybrid Journal   (Followers: 4, SJR: 0.165, h-index: 9)
Intl. J. of Pharmaceutical and Healthcare Marketing     Hybrid Journal   (Followers: 4, SJR: 0.304, h-index: 12)
Intl. J. of Physical Distribution & Logistics Management     Hybrid Journal   (Followers: 11, SJR: 1.694, h-index: 66)
Intl. J. of Prisoner Health     Hybrid Journal   (Followers: 10, SJR: 0.254, h-index: 10)
Intl. J. of Productivity and Performance Management     Hybrid Journal   (Followers: 7, SJR: 0.785, h-index: 31)
Intl. J. of Public Sector Management     Hybrid Journal   (Followers: 24, SJR: 0.272, h-index: 37)
Intl. J. of Quality & Reliability Management     Hybrid Journal   (Followers: 8, SJR: 0.544, h-index: 63)
Intl. J. of Quality and Service Sciences     Hybrid Journal   (Followers: 2, SJR: 0.133, h-index: 1)
Intl. J. of Retail & Distribution Management     Hybrid Journal   (Followers: 6, SJR: 0.543, h-index: 36)
Intl. J. of Service Industry Management     Hybrid Journal   (Followers: 2)
Intl. J. of Social Economics     Hybrid Journal   (Followers: 8, SJR: 0.227, h-index: 25)
Intl. J. of Sociology and Social Policy     Hybrid Journal   (Followers: 51, SJR: 0.361, h-index: 5)
Intl. J. of Sports Marketing and Sponsorship     Hybrid Journal   (Followers: 1)
Intl. J. of Structural Integrity     Hybrid Journal   (Followers: 2, SJR: 0.325, h-index: 8)
Intl. J. of Sustainability in Higher Education     Hybrid Journal   (Followers: 13, SJR: 0.616, h-index: 29)
Intl. J. of Tourism Cities     Hybrid Journal   (Followers: 2)
Intl. J. of Web Information Systems     Hybrid Journal   (Followers: 6, SJR: 0.208, h-index: 13)
Intl. J. of Wine Business Research     Hybrid Journal   (Followers: 7, SJR: 0.196, h-index: 12)
Intl. J. of Workplace Health Management     Hybrid Journal   (Followers: 11, SJR: 0.358, h-index: 8)
Intl. Marketing Review     Hybrid Journal   (Followers: 16, SJR: 1.076, h-index: 57)
J. for Multicultural Education     Hybrid Journal   (Followers: 3, SJR: 0.124, h-index: 11)
J. of Accounting & Organizational Change     Hybrid Journal   (Followers: 5, SJR: 0.346, h-index: 7)
J. of Accounting in Emerging Economies     Hybrid Journal   (Followers: 8)
J. of Adult Protection, The     Hybrid Journal   (Followers: 15, SJR: 0.291, h-index: 7)
J. of Advances in Management Research     Hybrid Journal   (Followers: 3)
J. of Aggression, Conflict and Peace Research     Hybrid Journal   (Followers: 46, SJR: 0.177, h-index: 9)
J. of Agribusiness in Developing and Emerging Economies     Hybrid Journal   (Followers: 1)
J. of Applied Accounting Research     Hybrid Journal   (Followers: 16, SJR: 0.22, h-index: 5)
J. of Applied Research in Higher Education     Hybrid Journal   (Followers: 51)
J. of Asia Business Studies     Hybrid Journal   (Followers: 2, SJR: 0.115, h-index: 1)
J. of Assistive Technologies     Hybrid Journal   (Followers: 20, SJR: 0.215, h-index: 6)
J. of Business & Industrial Marketing     Hybrid Journal   (Followers: 8, SJR: 0.664, h-index: 48)
J. of Business Strategy     Hybrid Journal   (Followers: 12, SJR: 0.381, h-index: 17)
J. of Centrum Cathedra     Open Access  
J. of Children's Services     Hybrid Journal   (Followers: 5, SJR: 0.167, h-index: 9)
J. of Chinese Economic and Foreign Trade Studies     Hybrid Journal   (Followers: 1, SJR: 0.188, h-index: 4)
J. of Chinese Entrepreneurship     Hybrid Journal   (Followers: 4)
J. of Chinese Human Resource Management     Hybrid Journal   (Followers: 7, SJR: 0.112, h-index: 3)
J. of Communication Management     Hybrid Journal   (Followers: 8, SJR: 0.735, h-index: 6)
J. of Consumer Marketing     Hybrid Journal   (Followers: 18, SJR: 0.613, h-index: 62)
J. of Corporate Real Estate     Hybrid Journal   (Followers: 3, SJR: 0.633, h-index: 5)
J. of Criminal Psychology     Hybrid Journal   (Followers: 129, SJR: 0.13, h-index: 1)
J. of Criminological Research, Policy and Practice     Hybrid Journal   (Followers: 52)
J. of Cultural Heritage Management and Sustainable Development     Hybrid Journal   (Followers: 11, SJR: 0.109, h-index: 5)
J. of Documentation     Hybrid Journal   (Followers: 196, SJR: 0.936, h-index: 50)
J. of Economic and Administrative Sciences     Hybrid Journal   (Followers: 3)
J. of Economic Studies     Hybrid Journal   (Followers: 10, SJR: 0.498, h-index: 26)
J. of Educational Administration     Hybrid Journal   (Followers: 7, SJR: 0.848, h-index: 36)
J. of Engineering, Design and Technology     Hybrid Journal   (Followers: 17, SJR: 0.173, h-index: 10)
J. of Enterprise Information Management     Hybrid Journal   (Followers: 5, SJR: 0.433, h-index: 38)
J. of Enterprising Communities People and Places in the Global Economy     Hybrid Journal   (Followers: 1, SJR: 0.212, h-index: 8)
J. of Entrepreneurship and Public Policy     Hybrid Journal   (Followers: 10)
J. of European Industrial Training     Hybrid Journal   (Followers: 2)
J. of European Real Estate Research     Hybrid Journal   (Followers: 3, SJR: 0.52, h-index: 7)
J. of Facilities Management     Hybrid Journal   (Followers: 3)
J. of Family Business Management     Hybrid Journal   (Followers: 7)
J. of Fashion Marketing and Management     Hybrid Journal   (Followers: 13, SJR: 0.529, h-index: 30)
J. of Financial Crime     Hybrid Journal   (Followers: 372, SJR: 0.158, h-index: 5)
J. of Financial Economic Policy     Hybrid Journal   (Followers: 1)
J. of Financial Management of Property and Construction     Hybrid Journal   (Followers: 8, SJR: 0.234, h-index: 1)
J. of Financial Regulation and Compliance     Hybrid Journal   (Followers: 9)
J. of Financial Reporting and Accounting     Hybrid Journal   (Followers: 11)
J. of Forensic Practice     Hybrid Journal   (Followers: 52, SJR: 0.225, h-index: 8)
J. of Global Mobility     Hybrid Journal   (Followers: 2)
J. of Global Responsibility     Hybrid Journal   (Followers: 4)
J. of Health Organisation and Management     Hybrid Journal   (Followers: 23, SJR: 0.67, h-index: 27)
J. of Historical Research in Marketing     Hybrid Journal   (Followers: 4, SJR: 0.376, h-index: 8)
J. of Hospitality and Tourism Technology     Hybrid Journal   (Followers: 4, SJR: 0.672, h-index: 10)
J. of Human Resource Costing & Accounting     Hybrid Journal   (Followers: 5)
J. of Humanitarian Logistics and Supply Chain Management     Hybrid Journal   (Followers: 13)

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Journal Cover Journal of Educational Administration
  [SJR: 0.848]   [H-I: 36]   [7 followers]  Follow
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0957-8234
   Published by Emerald Homepage  [335 journals]
  • Urban high school principals’ promotion of college-and-career
    • Pages: 606 - 623
      Abstract: Journal of Educational Administration, Volume 55, Issue 6, Page 606-623, September 2017.
      Purpose The purpose of this paper is to ascertain how two urban principals, in high schools that feature comprehensive college-and-career readiness practices, utilize distributed leadership to facilitate their implementation. Design/methodology/approach This study employed qualitative methods. Drawing upon semi-structured interview data, observational data gathered as part of site visits, and internal and electronic documents, case descriptions were developed of each school, focusing on principals’ activities in support of career pathways. Findings The principals contributed significantly to their schools’ college-and-career readiness reforms and programming. Although their approaches were distinct, six common themes were identified: facilitating processes to form a shared vision, developing relational trust, a focus on learning, successful partnerships, conducive structures, and developing leadership skills and capacity. The principals described utilizing distributed leadership approaches – including practices, structures, and tools – to support these reforms. Originality/value This study represents the initial phase of a multi-year research project investigating the implementation of college-and-career pathways in urban communities. Prior research has overlooked the important role of principals in leading and facilitating these reforms, and this study contributes to the literature because it focuses on principals’ contributions in supporting college-and-career readiness. Additionally, in both cases, substantive, regular leadership contributions were made by business representatives external to the organization.
      Citation: Journal of Educational Administration
      PubDate: 2017-08-14T10:47:23Z
      DOI: 10.1108/JEA-05-2016-0054
  • Teacher-principal race and teacher satisfaction over time, region
    • Pages: 624 - 639
      Abstract: Journal of Educational Administration, Volume 55, Issue 6, Page 624-639, September 2017.
      Purpose The purpose of this paper is to replicate prior findings on teacher-principal race congruence and teacher job satisfaction and extend the literature by investigating trends over time and if the relationship between race congruence and teacher job satisfaction differs by principal race and region. Design/methodology/approach The study sample comes from four waves of cross-sectional data, the nationally representative Schools and Staffing Survey, administered between 2000 and 2012. The analysis is conducted using ordinary least squares and school-year fixed effects with a comprehensive set of covariates. Findings The relationship between race congruence and teacher job satisfaction is attenuating over time and is likely explained by the lower job satisfaction of white teachers who work for black principals. Some evidence indicates teacher-principal race congruence has greater salience in the Southern region of the country. Find evidence that teachers with race-congruent principals report more workplace support than their non-race congruent colleagues. Research limitations/implications Future studies should investigate why racial congruence has more salience in the Southern region of the country and for white teachers who work with black principals. At the same time, results indicate that teacher-principal race congruence might no longer be a determinant of teacher job satisfaction, although further studies should continue investigating this relationship. Originality/value Findings on the changing nature of the relationship between principal-teacher race congruence and teacher job satisfaction over time as well as the differing nature of race congruence in the Southern region of the country are both novel findings in the literature.
      Citation: Journal of Educational Administration
      PubDate: 2017-08-14T10:47:18Z
      DOI: 10.1108/JEA-10-2016-0122
  • The implications of the school’s cultural attributes in the
           relationships between participative leadership and teacher job
           satisfaction and burnout
    • Pages: 640 - 656
      Abstract: Journal of Educational Administration, Volume 55, Issue 6, Page 640-656, September 2017.
      Purpose As a result of continuous reforms, increased emphasis has been placed on participative leadership as a means to improving school and teacher outcomes. However, along with the benefits of participative leadership comes the potential for strain and burnout, which stem from work intensification. Applying the implicit leadership theory and the conservation of resources theory, the purpose of this paper is to propose that differences in school’s cultural attributes will influence the emergence of participative leaders and their influence on teachers’ outcomes of job satisfaction and burnout. Design/methodology/approach Data were collected by survey from a sample of 367 teachers in Israel. Findings First, the results of general linear model (GLM) analysis indicated significant differences in the teachers’ perceptions of participative leadership between schools characterized by different cultural attributes. Second, the results of GLM indicated significant differences in the effects of participative leadership on teacher burnout across schools characterized by different cultural attributes. Originality/value This study has implications for policies involving the design and implementation of leadership tools for school management. Although research has emphasized the relationship between stressful job conditions associated with shared decision making and teachers’ well-being and job satisfaction, the volume of comparative work in the educational field shedding light on the impact of school’s cultural attributes on this question is limited. This study may assist principals in making their schools both more effective and more responsive to teacher expectations.
      Citation: Journal of Educational Administration
      PubDate: 2017-08-14T10:47:34Z
      DOI: 10.1108/JEA-10-2016-0116
  • Generating change from below: what role for leadership from above'
    • Pages: 657 - 670
      Abstract: Journal of Educational Administration, Volume 55, Issue 6, Page 657-670, September 2017.
      Purpose In recent years the benefits of distributed leadership have often assumed the status of an unchallengeable orthodoxy. There is a general acceptance that leadership is best when it is dispersed. In reality this is often little more than a form of “licensed leadership” in which those working in subordinate roles can only exercise their leadership in tightly prescribed contexts. The purpose of this paper is to investigate the contribution of teacher professional development to promoting a more optimistic vision of teacher leadership and, ultimately, organisational change. It explores the role of leadership “from above” in supporting classroom teachers to engage with and sustain change. Design/methodology/approach The study, which was situated in the Republic of Ireland, employed a case study approach with 20 participants in five urban disadvantaged schools. Findings The paper seeks to demonstrate how a professional development initiative was used to promote significant and sustained change in four of the five case study schools. Research limitations/implications It argues that in order to understand sustained change in schools it is necessary to better understand the complex ways in which leadership from above can generate change agency from below. Originality/value This paper offers a critical perspective in relation to mainstream distributed leadership theory and practice.
      Citation: Journal of Educational Administration
      PubDate: 2017-08-14T10:47:28Z
      DOI: 10.1108/JEA-07-2016-0074
  • An integrative model for understanding team organizational citizenship
    • Pages: 671 - 685
      Abstract: Journal of Educational Administration, Volume 55, Issue 6, Page 671-685, September 2017.
      Purpose The purpose of this paper is to use a model to broaden the understanding of the organizational citizenship behavior (OCB) phenomenon in educational teams and examines team OCB’s mediating role in the relation of the contextual variables of team justice climate (distributive justice, procedural justice, interpersonal justice) to team psychological capital (PsyCap) and team innovation. Design/methodology/approach Data were collected through a survey consisting of validated scales. The sample covered 78 disciplinary teams, 78 coordinators and 13 school principals at 13 junior-high schools. Findings The PROCESS test confirmed the mediating role of team OCB, showing positive relations between team procedural justice and team PsyCap and team OCB, and also between team OCB and team innovation. Research limitations/implications By taking a team perspective, the findings offer evidence that despite the usual approach treating OCB as an individual phenomenon; it may be regarded as shared norms of behaviors at the team level. Practical implications The team-level approach may urge principals and other educational leaders to realize that teachers’ willingness to invest extra effort in school is mainly the result of an appropriate team context, which can be shaped and developed. Originality/value The present study explored team OCB by from a context perspective. This is important because to date most studies on OCB in schools have focused on teacher OCB as an individual phenomenon, disregarding its contextual nature.
      Citation: Journal of Educational Administration
      PubDate: 2017-08-14T10:47:54Z
      DOI: 10.1108/JEA-09-2016-0104
  • “School banding”
    • Pages: 686 - 701
      Abstract: Journal of Educational Administration, Volume 55, Issue 6, Page 686-701, September 2017.
      Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites. Findings First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted. Originality/value While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.
      Citation: Journal of Educational Administration
      PubDate: 2017-08-14T10:47:41Z
      DOI: 10.1108/JEA-02-2017-0018
  • Primary determinants of a large-scale curriculum reform
    • Pages: 702 - 716
      Abstract: Journal of Educational Administration, Volume 55, Issue 6, Page 702-716, September 2017.
      Purpose The purpose of this paper is to gain a better understanding of how national board administrators, more precisely, officials at the Finnish National Board of Education (FNBE) have perceived the primary influencing factors, or “regulators”, of the national core curriculum reform and the success of the implementation. The alignment between the identified regulators was also explored. Design/methodology/approach Altogether, 23 FNBE officials participated in this mixed methods study. Findings The results showed that the officials perceived the core curriculum reform as a systemic entity: the reform was implemented using a top-down and bottom-up strategy, and several regulators were identified at different levels of the education system. The officials also viewed the implementation as successful, and identified more promoting than hindering factors in it. However, they emphasised regulators at the administrative level, whereas regulators at the district or national levels were less often identified. They also highlighted the importance of orchestrating collaboration in comparison with the other regulators. Practical implications The results imply that in addition to considering separate determinants of reform success, it is important to pay attention to sufficient alignment between the regulators at different levels of the education system in order to better understand and promote the implementation of a large-scale reform. Originality/value This study provides new knowledge on national board administrators’ perspectives on what regulates the implementation of a large-scale curriculum reform.
      Citation: Journal of Educational Administration
      PubDate: 2017-08-14T10:47:29Z
      DOI: 10.1108/JEA-10-2016-0119
  • Addressing the achievement gap
    • Pages: 717 - 734
      Abstract: Journal of Educational Administration, Volume 55, Issue 6, Page 717-734, September 2017.
      Purpose Developing countries in many parts of the world have experienced a disturbing trend in the differential pace of economic development among urban and rural communities. These inequities have been observed in education systems in Asia, Africa, and Latin America where researchers have documented differences not only in resource allocation but also in the academic performance among students in urban and rural schools. Recently researchers have shifted their focus from examining financial and physical resources to investigating the nature and impact of differences in human resources. The purpose of this paper is to examine differences in school organization processes associated with learning-centered leadership and teacher learning among urban and rural primary schools in Thailand. Teacher trust and teacher agency were proposed as possible mediators of leadership effects on teacher learning. Design/methodology/approach This study employed a cross-sectional survey design. The authors collected survey data from 1,011 teachers and 60 principals in 30 urban and 30 rural primary schools in Thailand. Multi-group confirmatory factor analysis, structural equation modeling, and bootstrapping were used to analyze the proposed model of leadership and teacher professional learning. More specifically, data analysis was aimed at determining the nature of relationships among the constructs in the conceptual model and whether patterns of leadership and teacher learning differed in urban and rural primary schools. Findings The results affirmed a model whereby school leadership exerted significant indirect effects on teacher learning in both urban and rural primary schools. Data analyses determined that the path of leadership effects moved through trust to agency and then to teacher professional learning. Thus, while the authors found a strong direct effect of leadership on teacher trust, there were only small direct effects of leadership on teacher agency and no meaningful direct effects of leadership on teacher professional learning. Thus, the research affirmed a full mediation model of leadership effects on teacher learning. Finally, the study also affirmed that the measured variables were perceived as significantly stronger in the urban schools than in the rural schools. Social implications The research expands on prior research on the “achievement gap” in Thailand by demonstrating the existence of a similar “human resource gap” when comparing urban and rural school leaders and teachers. This study implies that addressing the gap in student achievement will require action aimed at building the capacity of the principals and teachers who work with the rural pupils. Originality/value These results suggest differences in the quality of human resources between urban and rural primary schools in Thailand. There may be potential benefit to be gained from providing training focused on “learning-centered leadership” for principals and middle level leaders, as well as expanding access to quality professional development opportunities for rural teachers.
      Citation: Journal of Educational Administration
      PubDate: 2017-08-14T10:47:49Z
      DOI: 10.1108/JEA-12-2016-0142
  • Principals and teachers “craft coherence” among accountability
    • Abstract: Journal of Educational Administration, Ahead of Print.
      Purpose The purpose of this paper is to examine how US school leaders and teachers make sense of multiple accountability policies, including the Common Core State Standards and teacher evaluation, and how this process relates to school priorities and classroom practice. Design/methodology/approach This study uses a comparative case study approach to understand how principals and teachers in three high-poverty urban schools respond to policy. Findings Although principals and teachers viewed academic standards and the teacher evaluation framework as complementary, two of the three schools focused on meeting the expectations of the teacher evaluation framework at the expense of attention to academic standards. Without attention to the connections among policies and school priorities, the introduction of new policies may detract from rather than reinforce attention to academic standards. Research limitations/implications Principals who are stronger instructional leaders may be better able to “craft coherence” among multiple standards-based policies and school priorities for instruction and student learning. Although their experiences are not generalizable, findings suggest that attending to standards for student and teacher performance without connecting to the implications for content and students’ learning may lead to superficial integration of accountability policies with school priorities. Practical implications Findings provide further evidence that principals play an essential role in responding to policy and suggest that districts and external support providers can assist their efforts by creating opportunities for professional learning about the connections among multiple policies and their implications for practice. Originality/value This paper extends Honig and Hatch’s conceptualization of “crafting coherence” to the work of teachers and the implications for classroom practice.
      Citation: Journal of Educational Administration
      PubDate: 2017-12-08T02:35:31Z
      DOI: 10.1108/JEA-10-2016-0124
  • Loose and tight coupling in educational organizations – an
           integrative literature review
    • Abstract: Journal of Educational Administration, Ahead of Print.
      Purpose The purpose of this paper is to review and synthesize the attributes of loose and tight coupling in educational organizations. In addition, it is aimed to determine whether this phenomenon has value and strategies to offer for the current educational administration and research. Design/methodology/approach Integrative literature review and content analysis, assisted by Atlas.ti software, were used as the methods of this paper. Review data included 32 articles from peer reviewed journals. Findings Conceptual framework of continuum of organizational couplings in educational organizations was generated. Elements of the framework include the features of coupling concepts within the continuum, components of couplings, contributory types of organizational couplings and the elements of leadership and change process with emerging strategies, as well as the element of cultural context. In this paper, elements of continuum of couplings and leadership will be emphasized. Practical implications Findings have practical implications for the management and leadership in educational organizations, and for the researchers in the field for future research purposes. Social implications Findings have social implications for both teaching staff and administration in educational organizations, by highlighting the attributes of loose and tight coupling, and their connections with leadership, change process and cultural context. Originality/value The paper presents a distinctive synopsis of the educational administration literature, in the context of loose and tight coupling, with the time span of four decades.
      Citation: Journal of Educational Administration
      PubDate: 2017-12-06T02:13:01Z
      DOI: 10.1108/JEA-03-2017-0027
  • Principal influence in teacher hiring: documenting decentralization over
    • Abstract: Journal of Educational Administration, Ahead of Print.
      Purpose Over the past decade, policy researchers and advocates have called for the decentralization of teacher hiring decisions from district offices to school principals. The purpose of this paper is to document the trends across two and a half decades in principals’ reported influence over teacher hiring decisions in the USA and explore how and whether principal influence varies systematically across contexts. Design/methodology/approach Regression analysis with secondary data using seven waves of nationally representative data from the Schools and Staffing Survey. Findings Principals report increased influence over the 25 years that the data span. While principals of urban schools were much more likely to report having less influence over teacher hiring compared to their non-urban counterparts in the late 1980s and early 1990s, their reported influence increased more than that of other principals. Research limitations/implications Empowering principals as primary decision-makers assumes that they have the best information on which to make hiring decisions. At the same time, other research suggests that local teacher labor market dynamics contribute to the inequitable sorting of teachers across schools. This study raises questions regarding the implications of the increased influence of principals in teacher hiring on equity of access to quality teachers across schools. Originality/value This is the first study to explore whether and how principal influence in teacher hiring decisions has changed over time.
      Citation: Journal of Educational Administration
      PubDate: 2017-12-06T02:11:18Z
      DOI: 10.1108/JEA-05-2017-0061
  • Exploring the micropolitics of principal staffing advocacy
    • Abstract: Journal of Educational Administration, Ahead of Print.
      Purpose The purpose of this paper is to examine the micropolitical strategies principals use to influence school staffing within an urban school district. Design/methodology/approach The author used a qualitative case study approach drawing upon 47 semi-structured participant interviews with 25 individual research participants, 80 hours of observations, and 36 district artifacts. The author completed an iterative analysis using ATLAS.ti with a coding scheme informed by the educational leadership, human resource management, and micropolitical literatures. Findings The findings illustrate that school principals engaged productively within district staffing procedures to influence the allocation and composition of teaching staff within their schools. The iterative analysis identified three micropolitical strategies employed by school principals, including advocacy, acquiring leverage, and networking. First, principals used advocacy to shape personnel staff’s understanding of school needs. Second, principals acquired leverage over staffing by enlisting the support of their school supervisor. Finally, principals networked with colleagues to identify teachers within the district’s transfer system for possible hire. Research limitations/implications The findings have both practical and research significance. Practically, the findings highlight how principals engage in leadership within the context of district staffing processes. With respect to research, the findings address an important gap in the literature as it pertains to principal’s leadership actions in relation to internal district administrative processes. Originality/value The findings of this study are unique in that they challenge the conventional view of district staffing procedures, which has typically framed these procedures as barriers to principal leadership. The findings suggest district staffing procedures can be a forum for productive leadership actions.
      Citation: Journal of Educational Administration
      PubDate: 2017-12-06T02:09:24Z
      DOI: 10.1108/JEA-02-2017-0014
  • Aspiring to break away from the same old Spanish educational leadership
    • Abstract: Journal of Educational Administration, Ahead of Print.
      Purpose The purpose of this paper is to seek insights into the demands and challenges faced by school principals in Spain, especially in their dealings with local education authorities. Design/methodology/approach In all, 100 principals from public infant, primary and secondary schools in Alicante (Spain) participated in the study, which was carried out from a qualitative research perspective using deductive content analysis. Findings Most participants noted the need to improve channels of communication with, and support from, the local education authority. They also stressed the desirability of increasing their autonomy, reducing bureaucratic tasks and improving working conditions, which is in line with the international framework. Their narratives make it clear that they remain tied to a management leadership model but actually aspire to an instructive leadership. Research limitations/implications An absence of triangulation and the use of a single data collection technique are the limitations of this paper. Practical implications These participants are practising professionals who are proposing ways to improve aspects of their working lives based on actual experience. Acknowledging their voices could inspire the design of policies aimed at improving the principal’s role in Spain. Originality/value Knowledge is contributed to the area of study into proposals for improving the role of the principal, but with new and contextualised insights.
      Citation: Journal of Educational Administration
      PubDate: 2017-12-06T02:03:18Z
      DOI: 10.1108/JEA-09-2016-0102
  • Responsibility, authority, and accountability in school-based and
           non-school-based management
    • Abstract: Journal of Educational Administration, Ahead of Print.
      Purpose The purpose of this paper is to understand how primary school principals in Israel cope with the gaps between authority and responsibility in their work, deriving from partially implemented decentralization processes, and how this relates to school-based management (SBM) and accountability principles. Design/methodology/approach Using the qualitative method, 20 semi-structured interviews were conducted with school principals from one district in Israel. Thematic analysis was used in order to identify themes in the interviews that enable creating codes for the characteristics of authority and responsibility and for the principals’ strategies. Findings Gaps were found between authority and responsibility, with particularly low levels of authority alongside high levels of responsibility. Coupled with the demand for accountability, those gaps led principals to adopt three strategies – active, partly active, and passive – to help reduce the tension resulting from them. The SBM definition has links to the specific strategy that principals used. Originality/value The results indicate the importance of clear definitions of authority and responsibility in principals’ work. The current study deepens the understanding of the gaps between these concepts as key for understanding accountability at decentralized schools; tensions that principals cope with as a result of those gaps; and the strategies that enable principals to ease the tension for the benefit of all those involved in the principals’ work.
      Citation: Journal of Educational Administration
      PubDate: 2017-12-06T02:00:37Z
      DOI: 10.1108/JEA-01-2017-0005
  • Distributed leadership and teacher job satisfaction in Singapore
    • Abstract: Journal of Educational Administration, Ahead of Print.
      Purpose Singapore is a country with low teacher attrition rates and high performance on international assessments (TIMSS 2011/2015 and PISA 2012/2015). Consequently, its education system is often considered as a model for other nations. The purpose of this paper is to extend research on teacher job satisfaction in Singapore and provide comparative information for other education systems. Design/methodology/approach This paper presents a secondary analysis of data from the Organization for Economic Cooperation and Development’s 2013 Teaching and Learning International Survey with a focus on relationships among teacher and principal perceptions of distributed leadership and teachers’ job satisfaction in Singapore. Hierarchical linear modeling is applied to investigate teacher job satisfaction with principal perceptions and aggregate teacher perceptions of distributed leadership as school-level (level 2) variables and individual teacher perceptions of distributed leadership as a level 1 variable. Findings Results indicated that distributed leadership significantly predicted teachers’ work and professional satisfaction; higher distributed leadership scores were associated with higher satisfaction scores. Originality/value The significant positive relationship between distributed leadership and both dimensions of job satisfaction after accounting for individual teacher characteristics is a new finding in the Singapore schooling context.
      Citation: Journal of Educational Administration
      PubDate: 2017-12-05T09:57:17Z
      DOI: 10.1108/JEA-12-2016-0140
  • Toward an evolving conceptualization of instructional leadership as
           leadership for learning
    • Abstract: Journal of Educational Administration, Ahead of Print.
      Purpose Instructional leadership has been an active area of educational administration research over the past 30 years. However, there has been significant divergence in how instructional leadership has been conceptualized over time. The purpose of this paper is to present a comprehensive review of 25 years of quantitative instructional leadership research, up through 2013, using a nationally generalizable data set. Design/methodology/approach The authors conducted a meta-narrative review of 109 studies that investigated at least one aspect of instructional leadership using the Schools and Staffing Survey (SASS) administered by the US National Center for Education Statistics. Findings There were four major themes of instructional leadership research that analyzed SASS data: principal leadership and influence, teacher autonomy and influence, adult development, and school climate. The three factors most researched in relationship to instructional leadership themes were: teacher satisfaction, teacher commitment, and teacher retention. This study details the major findings within each theme, describes the relationships between all seven factors, and integrates the relationships into a single model. Originality/value This paper provides the most comprehensive literature review to-date of quantitative findings investigating instructional leadership from the same nationally generalizable data set. This paper provides evidence that leadership for learning is the conceptual evolution of 25 years of diverse instructional leadership research.
      Citation: Journal of Educational Administration
      PubDate: 2017-12-05T09:54:54Z
      DOI: 10.1108/JEA-06-2016-0064
  • District stressors and teacher evaluation ratings
    • Abstract: Journal of Educational Administration, Ahead of Print.
      Purpose Federal and state policymakers in the USA have sought to better differentiate the performance of K-12 teachers by enacting more rigorous evaluation policies. The purpose of this paper is to investigate whether these policies are working as intended and explore whether district stressors such as funding, enrollment, and governance are associated with outcomes. Design/methodology/approach The authors examined teacher evaluation ratings from 687 districts in Michigan to identify the relationship between district stressors and two outcomes of interest to policymakers: frequency of high ratings and variation of ratings within districts. A qualitative index of variation was used to measure variation of the categorical rating variable. Findings About 97 percent of teachers in Michigan are rated effective or highly effective, and variation measures indicate overwhelming use of only two ratings. Charter school districts have fewer teachers rated highly than traditional districts, and districts with higher fund balances have more teachers rated highly. Districts with increasing fund balances have higher variation. Practical implications The findings suggest that district stressors presumably unrelated to teacher performance may influence teacher evaluation ratings. State teacher evaluation reforms that give districts considerable discretion in designing their teacher evaluation models may not be sufficient for differentiating the performance of teachers. Originality/value This research is important as policymakers refine state systems of support for teacher evaluation and provides new evidence that current enactment of teacher evaluation reform may be limiting the value of evaluation ratings for use in personnel decisions.
      Citation: Journal of Educational Administration
      PubDate: 2017-11-27T08:41:41Z
      DOI: 10.1108/JEA-06-2017-0065
  • Brokering, buffering, and the rationalities of principal work
    • Abstract: Journal of Educational Administration, Ahead of Print.
      Purpose Brokering and buffering represent two ways in which principals may respond to hyperrational elements of policy demands in the current era of accountability. The purpose of this paper is to examine how some principals broker more efficient, measurable, and predictable evaluation practices for teachers and others buffer their teachers from inefficient, immeasurable, and unpredictable aspects of policy. Design/methodology/approach Qualitative data were obtained from 37 school principals and 363 teachers across 12 districts participating in a new teacher evaluation policy in one state of the USA. Principal interviews and teacher focus groups were conducted at the beginning, middle, and end of 2012-2013. Transcripts were coded to identify hyperrational elements of the policy and principals’ brokering and buffering practices. Findings All principals described elements of the new evaluation policy as inefficient, incalculable, or unpredictable – hallmarks of hyperrationality. Principals brokered efficiency by designing schoolwide parent goals and centralizing procedures; brokered transparency of calculation methods and focused teacher attention on measuring effort, rather than outcomes; and encouraged collective sensemaking to facilitate predictable procedures and outcomes. Principals buffered teachers by de-emphasizing the parent-based component; minimizing the quantitative nature of the ratings; ceding responsibility over calculations to district leaders; and lowering expectations to make ratings controllable. Originality/value The paper provides new understanding of principals’ strategic leadership practices, which represented rational responses to hyperrational policy demands. Therefore, the paper includes recommendations for principal preparation, district support for policy implementation, and further research on principal practice.
      Citation: Journal of Educational Administration
      PubDate: 2017-11-24T11:28:20Z
      DOI: 10.1108/JEA-10-2016-0129
  • How do principals practise leadership for social justice in diverse school
           settings' A Hong Kong case study
    • Abstract: Journal of Educational Administration, Ahead of Print.
      Purpose Empirical research on leadership for social justice is in progress in many parts of the world. The purpose of this paper is to explore principals’ school-leadership journeys in response to social-justice issues caused by specific contextual changes at times of uncertainty. It seeks to answer the following key questions: What social-justice issues do principals identify as arising from their schools’ transformation due to contextual changes' How do principals practise leadership for social justice in response to these contextual changes at different levels' Design/methodology/approach This paper is based on qualitative data from a cross-case study of two principals’ school-leadership journeys. The authors pay particular attention to the understanding of leadership for social justice grounded in principals’ efforts to foster equality in learning development for a diverse student population. Findings Timely adverse conditions may be required to foster leadership for social justice in schools. The principals reacted to contextual changes at several levels, planning and implementing innovative and flexible interventions to ensure equality in students’ learning development. These findings contribute to international accounts of educational leadership. Research limitations/implications This study of leadership for social justice in schools is contextually specific. Therefore, more empirical comparisons of school leadership are required in future studies, as principals’ practices vary between education settings. Originality/value This paper offers insights into the evolution of leadership for social justice in schools in response to contextual changes. Principals’ leadership strategies can be reoriented and their actions reshaped to overcome threats to social justice in schools. Accordingly, although leadership for social justice in school communities is culturally and pedagogically inclusive, it is also socially distinctive.
      Citation: Journal of Educational Administration
      PubDate: 2017-11-24T11:25:19Z
      DOI: 10.1108/JEA-08-2016-0087
  • Internal vs external promotion: advancement of teachers to administrators
    • Abstract: Journal of Educational Administration, Ahead of Print.
      Purpose The purpose of this paper is to examine selection practices of school districts by capturing the promotion of teachers to assistant principal positions to determine if: there is a relationship between employability and assistant principal promotion (within-school, within-district, and external); and if the state-specific educational leadership policy directly impacts the employability of assistant principal candidates. Design/methodology/approach Principals in the state of Georgia were the unit of analysis, and data collected included personal characteristics of each participant when entering their first assistant principal position, school characteristics of the place of promotion, and type of promotion (internally within-school, internally within-district, and externally). Both descriptive statistics and multiple regression analysis were utilized to examine the impact of type of promotion as well as the state-specific educational leadership policy on participant employability at the time of promotion. Findings This study found a significant positive relationship between internal promotion (within-school) and employability as well as a negative association between participant employability and Georgia state-specific policy. Additional findings indicate a positive relationship between combination schools (i.e. grades K-8; 6-12) and participant employability. Originality/value This study advances the HRM literature concerning employee selection by expanding the scope of hiring practices outside of the private sector and provides focus on the public sector, specifically, the public school environment. In addition, the focal position (public school administrators in the state of Georgia) has yet to be utilized in employee selection research in the areas of internal and external promotion. Previous researchers have studied the probability of internal and external promotion based on demographic factors such as race and gender, however, this specific study uses distinctive predictor variables backed by literature to evaluate applicant employability.
      Citation: Journal of Educational Administration
      PubDate: 2017-11-24T11:21:19Z
      DOI: 10.1108/JEA-01-2017-0003
  • Review of conceptual models and methodologies in research on principal
           instructional leadership in Malaysia
    • Abstract: Journal of Educational Administration, Ahead of Print.
      Purpose Over the past several decades, instructional leadership has gradually gained increasing currency as a key role of school principals throughout much of the world. This is also the case in Malaysia where educational research, policy and practice have brought the instructional leadership role of the principal front and center. The purpose of this paper is to assess the conceptual models, research methods, and foci of scholars in the study of principal instructional leadership in Malaysia over the past 30 years. Design/methodology/approach Systematic methods were used to identify all studies conducted in Malaysia that had used the Principal Instructional Management Rating Scale (PIMRS) (Hallinger, 1982/1990/2015) as the data collection instrument. This search yielded a database of 120 studies completed between 1989 and 2016 written in both English and Bahasa Malay. Common data were extracted from the 120 research reports, coded and entered into a MS Excel spreadsheet for analysis. Quantitative methods were employed to analyze modal trends and synthesize patterns in the data across the studies. Findings The search identified 120 PIMRS studies, 90 percent of which had been conducted since 2005. This represented a surprisingly large corpus of studies. Over 75 percent of the Malaysian studies of principal instructional leadership had been conducted as graduate (master and doctoral) theses, relatively few of which had achieved publication in journals. The authors’ analysis found that most studies had used lower order (i.e. bivariate, direct effects) conceptual models and relied heavily on descriptive and simple correlational statistical tests. The lack of consistent results within the database of studies was attributed largely to limitations in research design and quality. Research limitations/implications The 120 PIMRS studies conducted in Malaysia comprise a surprisingly large corpus of research on principal instructional leadership. Indeed, the Malaysian corpus is second only to the USA in terms of the number of PIMRS studies of principal instructional leadership. Nonetheless, limitations in the research models and methods employed in these studies suggest a need for stronger methodological training before Malaysian scholars can achieve the goal of contributing useful knowledge to the local and global knowledge base. Specific recommendations are offered for strengthening the quality of research. Social implications The recent expansion of higher education in Malaysia – like other developing societies – has yielded progress in the scope of research production. However, numerous challenges remain in transforming the potential for useful knowledge production from graduate research into reality. Originality/value This is the first review of research on principal leadership conducted in Malaysia. The review follows efforts by scholars to systematically identify the boundaries of knowledge in educational leadership and management within East Asian societies (e.g. China, Singapore, Vietnam, Taiwan and Hong Kong). Moreover, this is the first review of research that examines the use of the PIMRS in a single society.
      Citation: Journal of Educational Administration
      PubDate: 2017-11-23T12:17:18Z
      DOI: 10.1108/JEA-03-2017-0025
  • The complexity and contradictions of Finnish superintendents’ work
    • Abstract: Journal of Educational Administration, Ahead of Print.
      Purpose The purpose of this paper is to explore the governance of educational reform, as an interpretive process – “interpretive governance” – through a case study of five superintendents living in a predominantly Swedish-speaking region in Finland. Design/methodology/approach To foreground superintendents’ perspectives on reforms as simultaneously reflective and constitutive of governance processes, the research applies and extends Rhodes’ (2012) notions of “network governance,” “meta-governance” and “interpretive governance.” Interpretive governance, an underresearched area, is construed as particularly important for developing better insights into how school reform is understood by key actors involved in its enactment. Findings The research identifies what are described as three “deliberative” dimensions of interpretive governance; these modes of governance are elaborated as “dialogic,” “directive” and “defensive” in nature. Originality/value The study reveals senior educators’ interpretations of governance as multifaceted, and argues that these complex modes of deliberation need to be taken into account to better understand how school development is understood and enacted in municipal and school settings.
      Citation: Journal of Educational Administration
      PubDate: 2017-11-23T01:46:30Z
      DOI: 10.1108/JEA-06-2017-0066
  • Principals’ conceptions of their current power basis revealed
           through phenomenography
    • Abstract: Journal of Educational Administration, Ahead of Print.
      Purpose The purpose of this paper is to describe the variations in the ways that principals conceptualize their basis of power in schools. Design/methodology/approach Phenomenography was used as the research method of this study. The interviewees consisted of 16 principals, eight from public schools and eight from private schools. Findings The analysis of the interviews revealed eight ways of understanding a principal’s power basis. These potential power bases were: teachers’ sense of reciprocity; teachers’ sense of responsibility; organizational rules and regulations; principals’ deep knowledge and experience; in-service training; principals’ reputation for being fair and impartial; teachers’ sense of identification with their principal; and principals’ control over teachers’ employment. Participants from public and private schools held generally similar conceptions. The conception of in-service training remained limited to private school principals. The power basis of principals’ control over teachers’ employment was not emphasized but could still be perceived as a conception in certain statements by participants. Research limitations/implications Coercive power and legitimate power of reciprocity need to be investigated more thoroughly in the field of educational administration. Practical implications There is an urgent need for training for principals to raise their awareness of the adverse effect that coercive power has on teachers. Originality/value This study is the first known to explore variations in the ways that principals conceptualize their power basis.
      Citation: Journal of Educational Administration
      PubDate: 2017-11-22T02:19:16Z
      DOI: 10.1108/JEA-10-2016-0120
  • Arab women’s educational leadership and the implementation of social
           justice in schools
    • Abstract: Journal of Educational Administration, Ahead of Print.
      Purpose The purpose of this paper is to focus on gender and social justice (SJ) among pioneer female principals and superintendents in the Arab education system in Israel. The research questions were: what motivated these women to act for SJ' Are there common personal characteristics and educational values which characterize these women' What actions have they taken to apply SJ through their work' Design/methodology/approach Four superintendents and two principals participated in in-depth interviews, describing their careers in education and their contributions. Findings The findings indicate that these women were highly motivated often by their backgrounds to right social wrongs upholding values of equality and justice and empowering others to succeed. They employed leadership skills that initiate a strong desire to succeed and challenged inegalitarian rules and norms. They brought their unique feminine strengths and experience to promote social goals far beyond requirements of their official job descriptions. Hopefully their views and actions can guide the Arab education system to pedagogy that rectifies social injustice includes students and empowers teachers. Originality/value It is concluded that through their jobs these women leaders were able to initiate a policy of change and promote a new educational agenda.
      Citation: Journal of Educational Administration
      PubDate: 2017-11-22T02:16:55Z
      DOI: 10.1108/JEA-10-2016-0131
  • The best practices for school transformation: a multiple-case study
    • Abstract: Journal of Educational Administration, Ahead of Print.
      Purpose The purpose of this paper is to explore the best practices of school leaders, teachers, pupils, parents and the community in selected transformed schools in Selangor, Malaysia. Design/methodology/approach This qualitative multiple-case study explores the best practices in two selected transformed schools through in-depth interviews, observations and document reviews. The data were collected from 2 school heads, 6 teachers with administrative responsibilities and 20 teachers. The themes were elucidated via open, axial and selective coding based on the grounded theory approach. Findings The analysis identified various best practices exhibited by school leaders, teachers, pupils, parents and the community. Four themes were found to be common as best practices in both selected schools, which were adaptive and multi-dimensional leadership, winning-the-hearts, extensive use of Information and Communication Technology in school operations, and a culture of acquiring and sharing professional knowledge. The unique theme for School A was the emphasis on the social, emotional and ethical well-being of the students, while extensive parental involvement and support was a unique theme identified in School B. Research limitations/implications The findings of this paper may be used as guidance tool for policy makers and educational planners regarding school transformation in Malaysia, and as well as in other countries. Such practices can be learned, adapted and replicated by other schools in order to transform. The findings also have direct implications to current teachers, school leaders, parents and the community. Originality/value This study contributes to the growing body of research on the best practices and school transformation in Malaysian transformed schools. There is a decisive need to explore the best practices of transformed schools in Malaysia based on their own cultural and contextual needs in order to help schools that aspire for transformation.
      Citation: Journal of Educational Administration
      PubDate: 2017-11-22T02:10:14Z
      DOI: 10.1108/JEA-11-2016-0136
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