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Journal Cover IJEM - International Journal of Educational Leadership and Management
  [7 followers]  Follow
  This is an Open Access Journal Open Access journal
   ISSN (Print) 2014-9018
   Published by Hipatia Press Homepage  [14 journals]
  • Editorial

    • Authors: Mireia Tintoré
      Pages: 1 - 5
      PubDate: 2017-01-16
      DOI: 10.17583/ijelm.2017.2506
      Issue No: Vol. 5, No. 1 (2017)
  • Full Issue

    • Authors: Mireia Tintoré
      Pages: 1 - 112
      PubDate: 2017-01-16
      DOI: 10.17583/ijelm.2017.2508
      Issue No: Vol. 5, No. 1 (2017)
  • Influencia de las prácticas de liderazgo pedagógico en las prácticas
           pedagógicas docentes: caso en Chile de las Unidades Técnicas

    • Authors: Guillermo Andrés Rodríguez Molina, Joaquín Gairín Sallán
      Pages: 6 - 29
      Abstract: El artículo es el resultado de una investigación doctoral que aborda el tema del liderazgo pedagógico, específicamente, se analizó la influencia de las prácticas de gestión curricular de las Unidades Técnicas Pedagógicas (UTP) en las prácticas docentes de establecimientos municipales de Chile. Este estudio fue realizado mediante una metodología mixta, con un diseño cualitativo con enfoque de estudio de casos y uno cuantitativo del tipo descriptivo. El trabajo de campo se realizó en dos regiones de Chile encuestando a 567 Jefes de Unidades Técnicas Pedagógicas (JUTP) y 5 casos. Entre los resultados encontramos que los JUTP tienen mayor preparación en ámbitos de gestión pedagógica que los directores, además utilizan entre el 40 y 100% de su tiempo en tareas de la enseñanza y el currículo, también son los que implementan sobre un 90% todas las prácticas de liderazgo pedagógico y que las prácticas de reflexión pedagógica y retroalimentación tienen un influencia positiva en los docentes. Una de las principales conclusiones es que los JUTP ejercen la mayoría de funciones del liderazgo pedagógico, son reconocidos como líderes pedagógicos por el cuerpo docente, a nivel de prácticas tienen una influencia directa y positiva en varias de las prácticas pedagógicas de los profesores.
      PubDate: 2017-01-16
      DOI: 10.17583/ijelm.2017.2469
      Issue No: Vol. 5, No. 1 (2017)
  • Complexity Leadership: A Theorical Perspective

    • Authors: Ali Baltaci, Ali Balcı
      Pages: 30 - 58
      Abstract: Complex systems are social networks composed of interactive employees interconnected through collaborative, dynamic ties such as shared goals, perspectives and needs. Complex systems are largely based on “the complex system theory”. The complex system theory focuses mainly on finding out and developing strategies and behaviours that foster continuous learning, resonating with new conditions and creativity in organizations with dynamic collaborative management mentality. Complex systems surely need leaders to manage complexity. Complexity leadership could be defined as adaptive mechanisms developed by complex organizations in new conditions required by the information age, rather than technical problems entailed by the industrial age. Complexity leadership is a joint, resultant product of the following three types of leadership: (1) administrative leadership based on strict control and a significant bureaucratic hierarchy (2) adaptive leadership fundamentally based on creative problem solving, resonating with new conditions and learning and (3) action-centered leadership that involves immediate decision-making mechanisms employed in crises and dynamic productivity. The study focuses on complexity leadership within the context of the complexity leadership theory.
      PubDate: 2017-01-16
      DOI: 10.17583/ijelm.2017.2435
      Issue No: Vol. 5, No. 1 (2017)
  • The Drive to Influence Learning

    • Authors: Diego Rodriguez
      Pages: 59 - 84
      Abstract: At the heart of the educational vocation is a drive to influence, to meaningfully affect the learning and development of others. For adult educators working in higher education, daily activities ­– from teaching classes to supervising student research to attending faculty meetings to sitting on advisory boards – are full of opportunities to influence. Most educational literature, however, provides little insight into the way adult educators relate to their drive to influence and how this relationship affects their capacity to generate learning, both in the classroom and in their broader professional setting. By analyzing the experiences of an instructional team in teaching and inter-faculty dialogue in a higher education context in Chile this study characterizes the varying ways adult educators relate to their drive to influence. In this paper, I draw on theories of adult development and adaptive leadership, my own ten years of teaching and professional development experience in diverse adult education field settings, and research materials gathered in six semi-structured interviews with four instructors in the team. Overall, I analyze how adult educators make meaning of their drive to influence when faced with complex challenges requiring adaptive learning. I describe the two dynamic psychological processes they experience while in action: (a) the defensive behaviors they employ and (b) the recuperative tactics that enable them to think and act more strategically. By exploring how these adult educators relate to their drive to influence, this article builds understanding of the efficacy of the different psychological mechanisms that adult educators employ in attempting to facilitate learning and change among their students and colleagues. I argue that in order to increase effectiveness in mobilizing learning, adult educators must work to develop a vigilant relationship to their drive to influence, characterized by self-observation in action and greater tolerance for uncertainty.
      PubDate: 2017-01-16
      DOI: 10.17583/ijelm.2017.2231
      Issue No: Vol. 5, No. 1 (2017)
  • Responding to Workplace Absenteeism in Tanzania: The case study of Public
           and Private Schools in Ilala Municipality and Mkuranga District

    • Authors: Michael Greyson Mgonja
      Pages: 85 - 108
      Abstract: Workplace absenteeism has widelybeen reported to be a serious problem which undermines smooth service delivery both in developed and developing nations.The problem is reported to be more serious in developing nation. This paper is therefore studyingthe mechanisms used to mitigate workplace absenteeism, their adequacy and the effective utilization of those mechanismsin public and private schools in Ilala Municipality and Mkuranga District in Tanzania. The study relied on in-depth interviews and documentary review to collect data which was analyzed using excel, content and thematic analysis. This study found numerous measureswhich have been put in placeto deal with teachers’ workplace absenteeism both in private and public schools.However, the study found that unlike in private schools, the measures are not seriously executed in public schools. The study recommends that the management of private schools should retain their strictness in dealing with teacher absenteeism. Also, the government should learn the private schools model of dealing with teachers’ absenteeism. Hence it should ensure effective utilization of available measures, improve teacher working environment, promotion and paying salary arrears on time. Again heads of schools should stop covering absenteeism behavior of their subordinates.Furthermore public secondary school management structure should be re- organized to introduce field of supervision at a division level.
      PubDate: 2017-01-16
      DOI: 10.17583/ijelm.2017.2341
      Issue No: Vol. 5, No. 1 (2017)
  • The future of Leadership – An Explorative Study into
           Tomorrow’s Leadership Challanges.

    • Authors: Teresa Morlà Folch
      Pages: 109 - 111
      PubDate: 2017-01-16
      DOI: 10.17583/ijelm.2017.2470
      Issue No: Vol. 5, No. 1 (2017)
  • List of Reviewers

    • Authors: Mireia Tintoré
      First page: 112
      PubDate: 2017-01-16
      DOI: 10.17583/ijelm.2017.2507
      Issue No: Vol. 5, No. 1 (2017)
School of Mathematical and Computer Sciences
Heriot-Watt University
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Fax: +00 44 (0)131 4513327
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