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Authors:Tony Bush Pages: 533 - 535 Abstract: Educational Management Administration & Leadership, Volume 50, Issue 4, Page 533-535, July 2022.
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Authors:Ge Wei, Xin Xing Abstract: Educational Management Administration & Leadership, Ahead of Print. This narrative inquiry explores three Chinese university leaders’ intercultural competence as a key dimension of their leadership that overseas leadership development programmes enabled them to develop. The leaders visited three different countries – namely, the United States, the United Kingdom and Canada – storied their experiences in the programmes and connected their reflections to leadership in the Chinese higher education system. Our narrative analyses show that the overseas leadership development programmes were mediators in the construction of leadership, for which there were two focal themes: (1) leadership as a personal and contextual construction process and (2) intercultural competence as a key dimension of university leaders’ leadership. Betwixt and between different higher education systems in different cultural contexts, the reconceptualisation of leadership with intercultural competence is unfurled in the liminal space, which goes beyond the functionalist paradigm of leadership and is also of international interest and value in the global communication of higher education. Citation: Educational Management Administration & Leadership PubDate: 2022-06-08T05:53:49Z DOI: 10.1177/17411432221105980
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Authors:Amanda Lizier, Fiona Brooks, Lewis Bizo Abstract: Educational Management Administration & Leadership, Ahead of Print. University leaders are increasingly focused on management tasks and metrics, and distributed leadership has been broadly adopted as a way for leaders to navigate corporate management demands while also maintaining the collegial and communitarian character of the academy. This article discusses the findings of an indicative case study within a Faculty of an Australian University exploring the experiences of academic leaders in adopting distributed leadership. The findings highlight how a lack of agreed definitions, aims, and goals of distributed leadership constrained its adoption. The case study also contributes to understanding the roles of trust and hierarchy in how distributed leadership is experienced and their role in enabling or constraining distributed leadership. In the Faculty, academic leaders within Schools experienced distributed leadership as an exercise in delegating duties. In contrast, Faculty leaders were likely to perceive leadership as distributed although with varying degrees of success, with trust playing a key role in both groups. In highlighting the importance of clarity, hierarchy, and trust, the case study shows that there must be clarity around what distributed leadership is, what is being distributed, how it will be distributed, and trust in the implementation process and colleagues. Citation: Educational Management Administration & Leadership PubDate: 2022-06-03T07:56:12Z DOI: 10.1177/17411432221105154
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Authors:Haim Shaked, Pascale Sarah Benoliel Abstract: Educational Management Administration & Leadership, Ahead of Print. Instructional Boundary Management is an area of school leadership comprising activities that simultaneously involve instructional leadership and boundary management. This study explores principals’ Instructional Boundary Management during COVID-19. Data collection consisted of semi-structured interviews with a diverse sample of 33 Israeli elementary school principals. Data analysis indicated that principals felt an increasing need to carry out most Instructional Boundary Management activities during COVID-19. The findings suggest that COVID-19 influenced principals’ needs through the following three factors: the challenges that COVID-19 posed to teachers, the challenges that COVID-19 posed to students and parents, and the transition from face-to-face instruction to distance learning. These findings reveal the mechanisms through which COVID-19 affected Instructional Boundary Management activities, explaining how and why COVID-19 has led to a greater need for principals’ Instructional Boundary Management. Citation: Educational Management Administration & Leadership PubDate: 2022-05-30T06:18:36Z DOI: 10.1177/17411432221103678
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Authors:Craig Hochbein Abstract: Educational Management Administration & Leadership, Ahead of Print. Email has become a prominent communication tool for principals. Although principals have reported benefits of communicating via email, they have also indicated that it has intensified their workload. Specifically, principals have indicated that they receive a large volume of email, which contributes to extending and fragmenting their workdays. From actual email records, this study examined how email contributed to principal time demands and time use. Results indicated that the sample of principals received a substantial amount of email, which occurred during an extensive portion of the day, and also intensified during instructional hours. The comparisons of the timing of email activity revealed that principals experienced similar time demands from email, but used their time differently to address the demands. In addition, the email activities of principals exhibited descriptive differences from school district leaders. The findings indicated the need for more studies of principals’ email activities and the time demands of principals, as well as suggested the need for principal preparation programs to provide specific training related to email and other such information technology. Citation: Educational Management Administration & Leadership PubDate: 2022-05-25T06:57:39Z DOI: 10.1177/17411432221103681
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Authors:Haim Shaked Abstract: Educational Management Administration & Leadership, Ahead of Print. The instructional leadership approach requires school principals to give top priority to the continuous improvement of teaching quality and academic outcomes. This study explored how principals of elementary schools in Israel fulfilled their instructional leadership role during COVID-19. Data collection comprised semi-structured interviews with a diverse sample of 36 principals. Data analysis identified three different theories of action. In this study, a theory of action is the conscious or unconscious set of assumptions that explain how principals act professionally in a given situation. According to the first theory of action, moratorium, principals temporarily abandoned instructional leadership. According to the second theory of action, adaptation, principals changed instructional leadership to suit the specific conditions of COVID-19. According to the third theory of action, determination, principals uncompromisingly continued to demonstrate instructional leadership. These findings expand the available knowledge on how school leaders respond and what forms of school leadership practice emerged during COVID-19. Citation: Educational Management Administration & Leadership PubDate: 2022-05-23T04:05:15Z DOI: 10.1177/17411432221102521
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Authors:Hassanreza Zeinabadi, Hossein Abbasian Abstract: Educational Management Administration & Leadership, Ahead of Print. While teacher-to-teacher knowledge-sharing is promising for professional learning and improving teaching quality, it lacks integration and timeliness in schools because teachers are usually weak at knowledge-sharing. Despite this weakness, principals as knowledge-sharing leaders can make a difference. There is still limited research about this promising leadership role. One possible reason might be the deficiency of a focussed assessing scale. This study was conducted to develop and validate a scale in Tehran, Iran. To this end, four consecutive sub-studies, including inductive item-pool generation, deductive item-pool generation, content validation, and construct validation, were conducted, and the Knowledge-Sharing Leadership Scale was introduced consequently. The KSLS comprised five dimensions: role-modelling, trust-building, setting expectations, creating a knowledge-sharing-driven environment, and encouraging teachers. It is expected that the KSLS could serve as a practical means for promoting relevant research and practice. Directions for future research and implications are discussed. Citation: Educational Management Administration & Leadership PubDate: 2022-05-09T11:13:01Z DOI: 10.1177/17411432221095947
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Authors:Xue Shan, Zheng Yulian, Ashley Ng Mooi, Liang Jiwen Abstract: Educational Management Administration & Leadership, Ahead of Print. The purpose of this paper is to explore how shadowing has been applied as a method for principal development in China, in terms of its aims, the procedure and the transfer of learning. Four shadowing programmes countrywide were selected. The information on the experience of the participants, providers and mentors from high-performing site schools was obtained using semi-structured interviews. A total of 16 programme participants, 4 providers and 4 mentors from high-performing site schools were involved. This study presents a comprehensive picture of the use of shadowing as a method for principal development in China by exploring individuals who were directly involved in the shadowing programmes, and by bridging leadership learning to leadership practice stressing on transfer of learning upon completion of the programmes. The research found that learning by shadowing transferred into some positive changes in participants, at both cognitive and practical levels, when they shadow in high-performing schools. However, orientations for learning and relationships during learning were weakly established in most of the programmes, which could hardly support participants to internalise and contextualise their learning into practice for strategic or systematic changes. Citation: Educational Management Administration & Leadership PubDate: 2022-04-08T06:54:43Z DOI: 10.1177/17411432221074885
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Authors:Carmen Montecinos, Mónica Cortez, Bárbara Zoro, Isabel Zett Abstract: Educational Management Administration & Leadership, Ahead of Print. The current study examines senior school leaders’ theories of action driving their decision-making around how they manage departments and distribute leadership to department heads. Based on a thematic analysis of transcripts of interviews with the principal, head of the curriculum unit, and two department heads from nine high schools, four approaches for managing departments were identified: (a) quasi self-managing units; (b) hierarchical managerial control; (c) participatory management; and (d) transitioning from hierarchical control to incipient participatory management. All approaches, to varying degrees, involved hierarchical managerial control and, to a greater or lesser extent, department heads participated in decision-making. At the centre of the distinct patterns for the distribution of leadership associated with each management model was a concern for aligning teachers’ improvement priorities. These approaches are examined through a distributed leadership lens in terms of their potential affordances and constraints for strengthening the contributions of departments to school improvement processes. The main conclusion is that variations in how senior leaders manage departments for the distribution of leadership need to be understood in the context of a school's history and culture. Citation: Educational Management Administration & Leadership PubDate: 2022-04-04T08:25:51Z DOI: 10.1177/17411432221089200
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Authors:Steph Ainsworth, Marta da Costa, Caroline Davies, Linda Hammersley-Fletcher Abstract: Educational Management Administration & Leadership, Ahead of Print. To afford school middle leaders meaningful opportunities to initiate change, we must provide them with the space and flexibility to engage with agentic and creative responses to policy and practice. Whilst we argue that the tensions identified in Bennett’s seminal reviews persist, there may, nonetheless, be opportunities for school middle leaders to creatively influence educational agendas. Through engaging in a critical interpretative synthesis of school middle leadership literature, we consider how the subjectivities of such leaders are discursively constructed. We argue that a culture of performativity has diminished opportunities for middle leaders in English schools to develop a strong sense of agency, educational ideology and authentic professional responsibility. However, a current governmental focus on subject knowledge may have opened spaces for a collegial agency, despite the prevailing neo-conservative policy discourse. We thus identify, the potential for movement beyond a discursive position to one where school middle leaders take greater responsibility for developing practice to align more closely with their educational values. Utilising a dialogic theoretical perspective we examine how middle leadership in English schools is currently practiced and mediated in relation to the changing political landscape, and suggest that seemingly contradictory positions provide a fruitful site for new research. Citation: Educational Management Administration & Leadership PubDate: 2022-04-04T08:11:38Z DOI: 10.1177/17411432221086847
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Authors:Usman Kojo Abonyi, Fred Kofi Boateng, Emmanuel Adjei-Boateng, Ellen Ansaah Abstract: Educational Management Administration & Leadership, Ahead of Print. Ghana’s efforts to end all forms of discrimination against women and ensure gender equity in school leadership appointments require a change in peoples’ mindsets, habits and cultural beliefs. It is envisaged that evidence on the performance of the few women who have been appointed into leadership positions against their male counterparts would be quite instrumental in the change process. This study, therefore, assessed whether statistically significant differences exist in the extent to which male and female headteachers in two selected educational districts in Ghana enact instructional leadership practices in their schools. Utilizing a descriptive survey design and employing the teacher version of the principal instructional management rating scale, 263 teachers participated in the study. Findings from the study showed that there were no significant differences between male and female headteachers in none of the ten instructional leadership functions explored in the study. This meant that male headteachers in the selected educational districts did not significantly demonstrate any superior instructional leadership practices compared to their female counterparts. The study recommends that educational policymakers in Ghana initiate pragmatic policies to increase women’s representation and participation in school leadership roles. Citation: Educational Management Administration & Leadership PubDate: 2022-03-30T06:12:11Z DOI: 10.1177/17411432221090746
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Authors:Shengnan Liu, Philip Hallinger Abstract: Educational Management Administration & Leadership, Ahead of Print. Prior research has established principal leadership as a key factor in enhancing professional learning communities. However, researchers are only beginning to make progress in identifying the means and ‘paths’ through which school leaders contribute to professional learning communities. This study tested a multilevel, moderated mediation model of the processes linking instructional leadership and professional learning communities in China where professional learning communities have long been embedded in the culture of schools. In this study, ‘teacher responsibility’ was proposed as a mediator and procedural justice climate as a moderator of the relationship between principal leadership and teacher professional learning communities. The results based on the analysis of responses from 3374 teachers revealed significant direct and indirect effects of instructional leadership on the professional learning communities via teacher responsibility. Procedural justice climate significantly moderated the effects of instructional leadership on both teacher responsibility and professional learning communities. The positive effects of instructional leadership were strengthened when the procedural justice climate was higher. Citation: Educational Management Administration & Leadership PubDate: 2022-03-29T07:37:50Z DOI: 10.1177/17411432221089185
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Authors:Yeseul Choi, Sanghun Lee, Hunseok Oh Abstract: Educational Management Administration & Leadership, Ahead of Print. This study aims to develop and validate the Principal Competency Inventory (PCI), an instrument used to assess a principal’s leadership competencies that promote student learning in South Korea. An extensive review of prior work was conducted to understand the theoretical foundation related to school leadership and the competency construct of the PCI derived from the Behavioural Event Interview of principals. Then, the psychometric procedures used in developing and validating the PCI were followed. The significance of this study and its practical implications for the use of this new instrument was discussed. From a theoretical and practical standpoint, this study contributes to the school leadership field by describing development and validation procedures, identifying where evidence of the reliable assessment instrument is lacking, and utilising the advantage of the competency-based framework. Also, the analysis of this study provides international perspectives about school leadership practices, thus supplementing the prior Western-focused literature in this field. In addition, this study offers useful information for policymakers and principal leadership development program designers who want to assess and evaluate principal leadership competency. Citation: Educational Management Administration & Leadership PubDate: 2022-03-23T07:16:37Z DOI: 10.1177/17411432221082914
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Authors:Cathryn Magno, Anna Becker, Marion Imboden Abstract: Educational Management Administration & Leadership, Ahead of Print. Despite the uptick in awareness of racial and other sociocultural diversity owing to recent social movements particularly in the United States but also in many countries in Europe, deep understanding of identity and bias is lacking and remedies for policy and practice inequities in the education sector remain. Steadily increasing racial and linguistic heterogeneity demands better understanding on the part of school leaders—and the larger school staff—to redress inequity and improve schooling for all students. This study utilized in-depth interviews to gather secondary school leaders’ perspectives on, and level of engagement with, diversity in Fribourg, Switzerland. Findings revealed that school leaders are, overall, inadequately prepared to tackle difficult, identity-charged conversations or to confront their own positionality and subjectivity vis-à-vis newcomer students. Recommendations are made for aspiring and current school leaders to become active by practicing diversity-engaged leadership. Citation: Educational Management Administration & Leadership PubDate: 2022-03-21T08:12:55Z DOI: 10.1177/17411432221086225
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Authors:Gavin Murphy, Thomas Brennan Abstract: Educational Management Administration & Leadership, Ahead of Print. In the Republic of Ireland, school leadership policy adopts a distributed leadership model nationally. Given that this is a relatively recent policy development, research conducted on distributed leadership to date has highlighted that there are particular challenges for school leaders in enacting this model in practice and, more significantly, that principals have signalled their need for further leadership development in its enactment. In this study, we contribute to the growing national research on this leadership model. We chart the development of this policy and, drawing on primary school principals’ perspectives, also explore opportunities and challenges in this context at school and system levels, illustrated richly through two participant vignettes and more generally in the discussion. We argue that constructive-developmental theory, a theory that acknowledges developmental diversity and richly theorises professional growth and development, offers school and system leaders a nuanced, differentiated, and transformative approach through which leadership development activities are led at school and system levels can support principals to enact distributed leadership in practice. We conclude by describing developmental supports for leaders and considerations for system leaders and policymakers, which are also likely to be of interest beyond the Irish context given the rise of distributed leadership internationally. Citation: Educational Management Administration & Leadership PubDate: 2022-03-11T03:34:58Z DOI: 10.1177/17411432221086850
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Authors:Mette Marit Forsmo Jenssen, Jan Merok Paulsen Abstract: Educational Management Administration & Leadership, Ahead of Print. This study explores how Norwegian school leaders develop their capacity for instructional leadership, a leadership style that is strongly related to school effectiveness and school improvement across a range of national school systems. The concept captures important aspects of Norwegian school leaders’ task preferences. To gain further insight into the process of developing the capacity for instructional leadership, this study links instructional leadership to school leaders’ core practices. The multidimensional concept of core practices views school leaders as goal oriented and actively involved in teachers’ collaboration and professional development, observation, and supervision. Moreover, the concept covers school leaders’ efforts to redesign and improve their schools’ instructional programs. In this study, school leaders assessed instructional leadership related to three distinctive core practices: observation and supervision, collaborative learning engagement, and time allocation for data use. Multiple regression analyses were conducted, and overall, the regression model, with all the predictors included as a set, was significant. 28.5% of the variance in school leader's capacity for instructional leadership is explained by the three distinct factors. The results indicate that when school leaders adapt core practices of leadership to their work context, their capacity as instructional leaders increases. The findings and implications will be discussed. Citation: Educational Management Administration & Leadership PubDate: 2022-03-07T10:26:19Z DOI: 10.1177/17411432221084155
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Authors:Darren A Bryant, Allan Walker Abstract: Educational Management Administration & Leadership, Ahead of Print. Middle leaders in schools are increasingly recognised as playing pivotal roles in school improvement. Although some school systems provide formal professional development for middle leaders, many middle leaders express a preference for job-embedded learning. Yet, international research has documented difficulties in providing intensive support from principals which instead is often ad hoc. This study examines how middle leaders’ professional learning can be supported through the development of appropriate organisational structures. It presents three principal-designed models distilled from qualitative data collected in 12 case study schools, inclusive of public, semi-private, and international schools in four East Asian societies. Each model contributed to the development of middle leadership capacity in areas relevant to the schools’ improvement agendas. The models vary in degrees of formality, resource intensiveness, and processes for engaging and developing leadership. The findings contribute to the growing literature on middle leader development, and the role of school infrastructure in professional learning by suggesting how school-based leader development strategies can be framed in coherent and intentional models that take into account of the available infrastructure and potential professional interactions to provide systematic in situ support for middle leaders. Citation: Educational Management Administration & Leadership PubDate: 2022-03-07T10:21:35Z DOI: 10.1177/17411432221084154
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Authors:Blanca Klahn Acuña, Trevor Male Abstract: Educational Management Administration & Leadership, Ahead of Print. The concept of toxic leadership has been widely investigated in diverse settings with most contributors agreeing its impact on followers can have negative effects to the victim's well-being, job satisfaction, group productivity and organisational commitment. However, the concept has not yet been sufficiently researched in tertiary educational settings, and in this case, specifically in Chilean higher education. This paper explores whether toxic leadership was present in country's universities and, if so, to assess its impact over academics’ work engagement. A cross-sectional quantitative study was conducted, using a sample of 592 academics from two different Chilean universities, who voluntarily responded to two validated scales: One to measure toxic leadership perceptions (Schmidt's toxic leadership scale) and other one to measure work engagement (UWESR work engagement scale). The results corroborated the presence of toxic leadership in the consulted institutions, but a significant relationship between this style of leadership and work engagement was not established. This finding suggests that, even though the participants recognise the presence of toxic leadership, work engagement was not necessarily affected by their leader's behaviour. Citation: Educational Management Administration & Leadership PubDate: 2022-03-07T04:14:15Z DOI: 10.1177/17411432221084474
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Authors:Ali Çağatay Kılınç, Mahmut Polatcan, Gökhan Savaş, Emre Er Abstract: Educational Management Administration & Leadership, Ahead of Print. This study tested a moderated mediation model of transformational leadership’s effects on teacher innovative practices, with teacher commitment as mediator and trust in principal as moderator. Implementing a cross-sectional survey design and using data from 611 teachers working in 56 schools in Turkey, we employed multilevel structural equation modelling with Bayesian estimation to estimate the structural links between our variables. The results provided evidence of the indirect effects of transformational leadership on teacher innovative practices through the significant mediator role of teacher commitment. We also found evidence that trust in principal acted as a significant moderator of the indirect effect of transformational leadership on teacher innovative practice through teacher commitment. This study adds nuanced evidence to the global literature by concluding that the effect of transformational leadership on teacher commitment and innovative practice is contingent upon the extent to which teachers trust their principals. We conclude with key implications for policy and practice. Citation: Educational Management Administration & Leadership PubDate: 2022-03-03T10:25:51Z DOI: 10.1177/17411432221082803
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Authors:Michael Connolly, Chris James Abstract: Educational Management Administration & Leadership, Ahead of Print. The rationale for the principles of effective school governance in England, as set out in government regulations, has never been made explicit. This article addresses that issue and develops and proposes such principles. We argue that effective school governance secures the legitimacy of schools as institutions. Such institutional legitimacy is achieved through the institutionalization processes in which the institutional primary task is central. Effective governance is therefore concerned with overseeing and ensuring the processes of institutionalization. We identify two general principles that relate to ensuring the school's legitimacy and ensuring that the school's institutionalization processes enable it to be a legitimate institution. We also distinguish six specific principles that relate to: the school's work on the institutional primary task, the resources required and deployed for work on the institutional primary task; the school's compliance with the rules and regulations that apply to the institution; the school's conformance to the norms expected of a school; the way the school operates on a day-to-day basis in relation to wider society's expectations; calling the headteacher or principal (HT/P) to account for the functioning of the school; and ensuring the HT/P's development. Our analysis is relevant to school governance in other countries. Citation: Educational Management Administration & Leadership PubDate: 2022-02-07T10:02:39Z DOI: 10.1177/17411432221077507
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Authors:Jeanne Ho, David Hung, Puay Huat Chua, Norhayati Binte Munir Abstract: Educational Management Administration & Leadership, Ahead of Print. Purpose: Leadership for the implementation of an educational innovation in Singapore was examined by integrating distributed leadership with an ecological perspective of leadership and analysed using the third generation of cultural–historical activity theory. Research Method: The study adopted the naturalistic inquiry approach of a case study of a cluster of six elementary schools in the process of diffusing an educational innovation over one academic year. The research team observed six open classroom sessions and two review sessions at the cluster level. A total of two Ministry officers, one Master Teacher, 10 school leaders, 12 key personnel and 21 teachers were interviewed. Findings: The use of cultural–historical activity theory as an analytical lens provided insights into how different activity systems at the ministry, cluster, and school levels interact in providing leadership for the implementation of the innovation, the tools utilised, the rules/norms which enabled or constrained the innovation's implementation, and the evolving nature of the leadership provided. The study affirms the value of incorporating an integrative perspective in the analysis of leadership and the value of cultural–historical activity theory in unpacking the distribution of leadership across interrelated activity systems, and in highlighting the temporal evolutionary nature of leadership. Citation: Educational Management Administration & Leadership PubDate: 2022-02-07T10:02:34Z DOI: 10.1177/17411432221077156
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Authors:Sigríður Margrét Sigurðardóttir, Anna Kristín Sigurðardóttir, Börkur Hansen, Kjartan Ólafsson, Rúnar Sigþórsson Abstract: Educational Management Administration & Leadership, Ahead of Print. The purpose of this research is to shed light on the educational leadership practices regarding school support services at the municipal level in Iceland from the point of view of actors from both municipal and school levels. Furthermore to explain how those views are shaped by the structural arrangements and human resources of the services, population density and geographical location. Leaders of municipal educational support services, preschool principals and compulsory school principals responded to a questionnaire about practices regarding school support services. A framework of desirable leadership practices was used as an analytical tool to measure this leadership. The findings revealed that leadership practices regarding school support services match poorly with the leadership framework. Human resources are important elements of the leadership practices regarding the school support services, but the services’ structural arrangements, municipal population density and geographical location are less so. It is suggested that it is necessary to focus on improvements in leadership practices in general, regarding the school support services. For that purpose, more engagement is needed in the development of professional capacity, and a focus on creating a shared understanding between the services and school principals. Citation: Educational Management Administration & Leadership PubDate: 2022-02-07T10:02:18Z DOI: 10.1177/17411432221076251
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Authors:Yanzheng Li, Zorka Karanxha Abstract: Educational Management Administration & Leadership, Ahead of Print. This systematic literature review critically evaluates 14 empirical studies published over a 14 years span (2006–2019) to answer questions about the models and the effects of transformational school leadership on student academic achievement. The analysis of the related literature utilized vote counting and narrative synthesis to delineate the status quo of the current research field. It was found that the majority of these studies were conducted in Western and English- speaking countries and these studies utilizing different research methods and models reported mixed results. Recommendations for future research directions include use of an integrated leadership framework and complexity in the study of leadership in schools. Citation: Educational Management Administration & Leadership PubDate: 2022-02-03T02:09:37Z DOI: 10.1177/17411432221077157
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Authors:Vasiliki Polymeropoulou, Georgios Sorkos Abstract: Educational Management Administration & Leadership, Ahead of Print. The purpose of this study is to investigate whether the principle of fairness as equity, defined by Adams, is applied during the selection of school principals. Our focus was on a secondary education directorate drawing data in two ways. Firstly, a questionnaire was given to candidates who participated in the selection process, in order to investigate to which extent fairness as equity is included both in the process and the selection criteria. Secondly, we examined whether the selection board through the oral interview moved with the respective conditions of fairness as equity through the candidates’ scoring. It seemed that the majority of participants have formed their opinion on fairness as equity based on their ‘incoming capital’ depending on their score, while they consider that the selection board was rather biased in rating their fellow candidates. This is due to previous official or personal relationships with the members of the selection board and party involvement. For the Greek context, the selection of school principals can be characterised as a process that allows the influence of factors clearly non-relating to the principle of fairness as equity. Proposals at the level of educational policy are proposed. Citation: Educational Management Administration & Leadership PubDate: 2022-01-31T11:08:48Z DOI: 10.1177/17411432221074868
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Authors:Cheng Yong Tan Abstract: Educational Management Administration & Leadership, Ahead of Print. The present study examines how Singapore school leadership is influenced by different cultural values. It employed a systematic review of 72 studies on Singapore school leadership published 2000–2021. Results showed that collectivistic values engendered moral leadership responsibilities while power distance and other Asian values eventuated in the nuanced implementation of distributed leadership. Four values characterizing Singapore society also shaped school leadership. First, meritocratic principles informed how school leaders allocated educational resources and opportunities in schools. Second, future-oriented school leaders focused on preparing students for 21st-century work. Third, the emphasis on achieving systems-level coherence culminated in ecological leadership across the Singapore education system. Fourth, strategically pragmatic Singapore school leaders implemented various leadership models to address complex educational expectations and needs. The confluence of different cultural values resulted in school leaders adopting a meta-strategic leadership perspective in Singapore. The study contributes to scholarship by providing an up-to-date, comprehensive review of Singapore school leadership, encompassing different forms of leadership enacted by all levels of school leaders, that is influenced by different cultural values. It also shows that different values influencing school leadership are not necessarily congruent, thereby pointing the way forward for researchers to examine sources of tension within school leadership. Citation: Educational Management Administration & Leadership PubDate: 2022-01-18T02:37:51Z DOI: 10.1177/17411432211073414
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Authors:Jeevan Khanal, Subekshya Ghimire Abstract: Educational Management Administration & Leadership, Ahead of Print. In the context of developed countries, a lot of research has been done to uncover and identify the problems school leaders face in their work but little is known about the school leadership of underdeveloped countries. In a quest to discover contextual problems in terms of role conflict and role ambiguity of school leaders, this qualitative study tries to capture the experiences of principals in Nepal through in-depth interviews of six community school principals. The findings reveal that the major sources of role conflict and ambiguity for principals from Nepal are problematic power-sharing, low job autonomy, dual role conflict, limited professional development training, and lack of leadership knowledge. The study has several policy-level implications such as importance of hiring principals with proven leadership skills and increasing the leadership skills of current principals to ensure that they can tackle these challenges. Citation: Educational Management Administration & Leadership PubDate: 2022-01-12T11:50:38Z DOI: 10.1177/17411432211073410
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