Index
ISBN: 978-1-80117-359-9, eISBN: 978-1-80117-358-2
Publication date: 15 August 2022
This content is currently only available as a PDF
Citation
(2022), "Index", Chitpin, S. and White, R.E. (Ed.) Leading under Pressure (Transforming Education Through Critical Leadership, Policy and Practice), Emerald Publishing Limited, Leeds, pp. 205-211. https://doi.org/10.1108/978-1-80117-358-220221013
Publisher
:Emerald Publishing Limited
Copyright © 2022 Stephanie Chitpin and Robert E. White. Published under exclusive licence by Emerald Publishing Limited
INDEX
Academic institutions, 31
Academic success
impact of community-based interventions, 78
diet quality’s influence on, 73–74
food insecurity’s influence on school engagement, 76
food insecurity’s psychological outcomes influence on, 75
negative outcomes, 77–78
impact of school food supplementation programs, 77
Accountability, 101–103, 108, 155
“Achievement gap”, 100
Action, 37
Adaptive challenges, 166–167
Adaptive leadership, 168
Additional funding, 60–61
Adebowale Report, 42
Adult development (AD), 164–165, 169–170
cup four meaning-making, 180–181
cup one meaning-making, 175–176
cup three meaning-making, 178–180
cup two meaning-making, 176–178
Affect in school leadership, 3–4
Alignment, 30
Analysis of variances (ANOVAs), 84
Analytical resources, 55–56
Analytical strategy, 106–107
Angiolini Review, 42
Anxiety, 75–76
“Aspiring Principals Leadership Program”, 61
Auctor, 55–56, 67
Australi, principals in, 156–159
Australian Curriculum and Reporting Authority (ACARA), 58–59
Australian Statistical Geographic Standard (ASGS), 59
“Becoming” process, 26–27
Bilbul Public School, 62–64
Biological requirements for human survival, 73
Black, Indigenous, and People of Color (BIPOC), 34–35
Black Lives Matter (BLM), 41–42, 45
Body mass index (BMI), 74
Boston Consultancy Group (BCG), 57
Bourdieu’s concepts, 186
Bourdieusian concepts, 188
Canada Health Act (1984), 22–23
Canadian household food insecurity, 73–74
Canadian principals, 15–16
Capital, 188
Center for Education Statistics and Evaluation (CESE), 56, 59
Chief Executive Officer, 36–37
Choice, 103
Cognitive emotion work, 4–5
“Collaborative learning”, 125–126
Collateral damage, 123
in education, 124
Collège d’enseignement général et professionnel (CEGEP), 27
Colonization, 22–23
Commission on Race and Ethnic Disparities (CRED), 41–42, 44, 46
Commitment, 30
Communication, 37
Community-based interventions, impact of, 78
Competition, 157
Complexity, 176
Conservative government, 149
“Consumer sovereignty”, 54
Contemporary principalship
culture of contemporary principalship, 16
emotional aspects of contemporary principalship, 14
Conventional Western, 166
“Cooperative learning”, 125–126
Coping strategies by BWS, 134–135
Core Leadership Capacities (CLCs), 167
Correlational analysis, 87
COVID-19 pandemic, 41–42, 44, 187
impact on Thai Principal, 122–123
on schooling in Thailand, 123
Credibility, 107
Critical bifocality, 101, 107, 113–114
Critical grounded theory, 165–166
Critical race theory (CRT), 44–46
Curiosity, 177
Curriculum, 31–32
development and considerations, 32–35
of instruction, 44
Cynefin Framework, 167–168
Data analysis, 8
Data scoring, 83–84
Decolonization, 23
Deep acting, 4–5
Department for Education (DfE), 54, 155
Developmental Model of Intercultural Sensitivity (DMIS), 172
Diet quality’s influence on academic success, 73–74
Direction, 30
Disagreements over policy, 11
Diversity, 165–166
Dual-stage approach, 8
Economic crises, 122
Education, collateral damage in, 124
Education Act (1900), 53–54
Education Equity Action Plan, 164
Education in South-East Asia, 123
Education policy, 43–44
Education Quality and Accountability Office (EQAO), 71–73
correlational analysis, 87
data collection procedure, 82–83
data scoring, 83–84
diet quality’s influence on academic success, 73–74
influence of weight status on academic success, 74–78
literature review, 73–74
methodology, 81–84
NEMS-S, 82
OKGF, 88
phase one, 81
phase two, 81–82
qualitative analysis, 84–86
quantitative analysis, 86–87
results, 84–87
statistical analysis, 84
test, 78
theoretical framework, 78–81
Education Reform Act (1988), 43
Educational inequalities, 128
Educational programs, 150–151
Educational strategies, 34
Educators in Ontario, 149
Effective school leadership practice, 3–4
Emotion in school leadership, 3–4
Emotional aspects of contemporary principalship, 14
Emotional labor, 4–6
conditions contributing to principals, 8–14
disagreements over policy, 11
emotional labor impact on school principals, 5–6
encountering barriers as advocating for students, 8–9
identified conditions leading to principals experiencing, 6
tragedies or difficult issues, 12–14
work intensification, 10
workplace conflicts, 11–12
Empowering medical learners, 31–32
England, principals in, 153–156
English Language Learners (ELL), 104
Equity, 176
Equity, diversity, and inclusion (EDI), 22
challenges in medical culture, 25–26
leadership excellence through, 35–37
Ethnicity, 41–43
Every Student Succeeds Act, 71–72
Experience, 155
of cultural difference, 172
External stressors, 75
Facial expression, 4–5
Faculty
management, 193–195
outcomes, 35
“Feeling rules”, 4
Field, 187–189
Fluid society, 54
Food adequacy, 73–74
Food insecurity, 72
influence on school engagement, 76
psychological outcomes influence on academic success, 75
Full-Time Equivalent (FTE), 56–57
Good leader, 37
Government schools, 56–57
Group learning, 125–126
Historically persistent socioeconomic inequalities, 126–127
Human diversity, 165–166
Human survival, biological requirements for, 73
Hurricane Katrina, 124
“Hyperactivism”, 44
Implementation, 34–35
In-formative learning, 170
Inclusivity, 35–36
Incredible Community, 155
Index of Community Socio-Educational Advantage (ICSEA), 59
Indian Act (1876), 22–23
Indian Health Policy (1979), 22–23
Indigenous peoples of Canada, 22–23
Individualized Education Plans (IEP), 104
Inequities, 62–65
Informational learning, 169
Institute of Aboriginal Peoples’ Health Leadership (IAPH), 23
Institutional racism, 46
Institutional review board (IRB), 105
Interim Federal Health Program, 30
International Monetary Fund (IMF), 127
Intersectionality, 25–26, 166–167
Interviews, 8
Labor forces, 127–128
Lammy Review, 42
Leaders, 31–32, 177
in modern organizations, 166–167
Leadership, 22, 30, 186–187
colonization, 22–23
curriculum and empowering medical learners and leaders, 31–32
curriculum development and considerations, 32–35
decolonization, 23
EDI challenges in medical culture, 25–26
excellence through EDI, 35–37
future, 31
good leader, 37
in medical education, 26
excellence through EDI, 35–37
learner and faculty outcomes, 35
past, 27–29
postcolonial leadership, 22
present, 29–31
qualities, 37
reflexivity statement, 26–27
role, 186
two-eyed seeing model, 23–24
Leading under speculation
analytical resources, 55–56
complexity, 65–67
inequities and speculation, 62–65
small schools as lesser, 61–62
small schools in New South Wales, 58–61
threat of closure, 56–58
Learner, 35
“Learning loss”, 123
Lesson Study for Learning Community (LSLC), 125, 130
LGBTQ+ faculty, 34–35
Life in schools, 148
“Liquid society”, 54
MacPherson Report, 42
Managerialism, 187
Managing emotions, 3–4
Maslow’s hierarchy of needs, 73
McGregor-Smith Review, 42
Medical College Admission Test, 28
Medical culture, EDI challenges in, 25–26
Meritocratic ideology of equal opportunity, 113
Metabolic stress, 75
Middle leadership, 185–186
capital and field, 187–188
changing face of university middle leadership, 189–195
managing faculty, 193–195
starting point, 190–193
study, 187–189
Minister of Education, 150–153
Mixed open coding strategies, 106
NatCen Social Research, 46
Negative outcomes, 77–78
Neoliberal business model, 157
Neoliberal policies
consequences on everyday economic factors, 108–109
consequences on everyday social and educational factors, 110–111
consequences on school’s improvement efforts, 111–112
Neoliberal policies, 99–101, 103, 124–125
Neoliberal production model, 157
Neoliberal reform strategies, 99–100
Neoliberal times
CRT, 44–46
current education policy, 43–44
neoliberalism, race, and ethnicity, 41–43
Neoliberalism, 41, 43, 101, 151, 158
New Lambton Heights Infants School, 64–65
New South Wales, small schools in, 58–61
New South Wales School Leadership Institute, 61
No Child Left Behind (NCLB), 101
Non-government schools, 56–57
Nutritional Environment Measures Survey of Stores (NEMS-S), 82
NVivo, 106
Obfuscation, 177
Objective Knowledge Growth Framework (OKGF), 78–80, 88
“Objective reality”, 176
One-way ANOVA, 86
Ontarian Public School System, 164–165
Ontario, Canada, principals in, 148–153
Ontario Leadership Framework, 168
Ontario Principals’ Council (OPC), 151
Ontario Regulation 234/10 (O. Reg. 234/10), 164
Ontario Student Assistance Program, 28
Opportunity gap, 99–100
Organizational leaderships, 35–36
Organizing activity, 55–56, 67
Outdoor education program, 150–151
Pandemic, 131, 147–148
Paradigm shift, 26
Parker Review, 42
Participants, 105
Pedagogical reforms, 122
Personal Leadership Resources, 168, 171
Physiological arousal, 75–76
“Policy overload”, 44
Positive outcomes, 77
Postcolonial leadership, 22
two-eyed seeing model, 23–24
Principal and Vice-Principal Performance Appraisal (PPA), 164–165
Principals, 4–5, 164
conditions contributing to principals’ emotional labor, 8–14
emotional labor impact on school principals, 5–6
Principals in Middle
Australia by Sue Lazenby and Warren Marks, 156–159
England, by Jeremy Hannay, 153–156
ethos in principals, 147–148
Ontario, Canada by Dean Fink, 148–153
Principalship, 54, 56–57, 61–62
Production model, 157–158
Professional identity formation, 30–31
Professional learning community (PLC), 125, 131
Professor
, 194
Program Policy Memorandum (PPM), 14–15
Qualitative analysis, 84–86
Quantitative analysis, 86–87
Race, 41–43
Race Disparity Audit, 42
Reflexivity statement, 26–27
Relational approach, 55
Relational inquiry into the provision of education analysis (RIPE analysis), 55
Relationships, 195
Research profile, 194
Researcher as instrument and positionality statement, 106
Results, 37
Riots Report, 42
Rules of Racial Standing, 44–45
Sample description, 7
Sampling procedures, 7
School
choice, 107–108
community, 4–5
context, 129–130
food insecurity’s influence on school engagement, 76
funding, 60
impact of school food supplementation programs, 77
School as Learning Community (SLC), 125
School choice policy, 103
School improvement
accountability, 102–103
accountability, 108
analytical strategy, 106–107
choice, 103
consequences of neoliberal policies on everyday economic factors, 108–109
credibility and trustworthiness, 107
data collection, 105–106
efforts, 111–112
findings, 107–108
implications for practice and policy, 114–115
methodology, 103–105
neoliberal policies, 101–103
neoliberal policies consequences on everyday social and educational factors, 110–111
neoliberal policy consequences on school’s improvement efforts, 111–112
participants, 105
purpose of study, 100
researcher as instrument and positionality statement, 106
school choice, 107–108
site and student characteristics, 104
theoretical foundations, 100–101
School improvement grant (SIG), 101
School leaders, 154–155
School principals, 72
emotional labor impact on, 5–6
School reform, 122, 125
Schooling in Thailand, COVID-19 impact on, 123
Self-study, 128–129
Service-minded professions, 4–5
Shock Doctrine
, 152–153
Simplicity, 176
Small schools, 58
as lesser, 61–62
in New South Wales, 58–61
Snowballing effects, 60–61
Social accountability, 31
Social institution, 53–54
Social networks, 148
Socioeconomic inequalities, 126–127
Spatio-temporal conditions, 54–56, 67
Speculation, 62–65
Spelling, punctuation, and grammar (SPAG), 154
Standardized testing, 156–157
State Suburb Codes (SSC), 60
Statistical analysis, 84
Strategy, 37
Student collaboration, 125–126
Study design, 128–129
Sustainable Development Goal, 54
Swann Report, 43
Teacher workloads, 124–125
Thai Principal
arrival as principal at school B, 130–131
childcare schemes, 136–137
collateral damage in education, 124
conceptual framework, 124–126
context of South-East Asia, 135–136
coping strategies by BWS, 134–135
COVID-19 impact on schooling in Thailand, 123
impact of COVID-19, 122–123
educational inequalities, 128
findings, 130–133
historically persistent socioeconomic inequalities, 126–127
increasingly precarious labor forces, 127–128
issues, 131–132
methodology, 128–130
pandemic, 131
purpose of study, 123
school context, 129–130
self-reflection, 137
strategies formation, 133
student collaboration, 125–126
teacher workloads, 124–125
Thai context, 126–128
Thakshin administration of Thailand, 127
Threat of closure, 56–58
Traditional professional model, 157
“Trans-form-ative” learning, 170
Transformational learning, 169
Trustworthiness, 107
Twitter, 148
Two-eyed seeing model, 23–24
Under-represented in medicine (URM), 25
University
changing face of university middle leadership, 189–195
leadership, 185–186
Vice-principal professional, 164
Vulnerable communities, 53–54
Weight status influence on academic success, 74–78
food insecurity’s psychological outcomes influence on academic success, 75
Windrush Lessons Learned Review, 42
Work intensification, 10, 14–15
conditions contributing to principals’ emotional labor, 8–14
culture of contemporary principalship, 16
data analysis, 8
emotional aspects of contemporary principalship, 14
emotional labor, 4–6
identified conditions leading to principals experiencing emotional labor, 6
interviews, 8
methodology, 7–8
sample description, 7
sampling procedures, 7
work intensification, 14–15
Workplace conflicts, 11–12
Young Review, 42
Academic institutions
, 31
Academic success
impact of community-based interventions
, 78
diet quality’s influence on
, 73–74
food insecurity’s influence on school engagement
, 76
food insecurity’s psychological outcomes influence on
, 75
negative outcomes
, 77–78
impact of school food supplementation programs
, 77
Accountability
, 101–103, 108, 155
“Achievement gap”
, 100
Action
, 37
Adaptive challenges
, 166–167
Adaptive leadership
, 168
Additional funding
, 60–61
Adebowale Report
, 42
Adult development (AD)
, 164–165, 169–170
cup four meaning-making
, 180–181
cup one meaning-making
, 175–176
cup three meaning-making
, 178–180
cup two meaning-making
, 176–178
Affect in school leadership
, 3–4
Alignment
, 30
Analysis of variances (ANOVAs)
, 84
Analytical resources
, 55–56
Analytical strategy
, 106–107
Angiolini Review
, 42
Anxiety
, 75–76
“Aspiring Principals Leadership Program”
, 61
Auctor
, 55–56, 67
Australi, principals in
, 156–159
Australian Curriculum and Reporting Authority (ACARA)
, 58–59
Australian Statistical Geographic Standard (ASGS)
, 59
“Becoming” process
, 26–27
Bilbul Public School
, 62–64
Biological requirements for human survival
, 73
Black, Indigenous, and People of Color (BIPOC)
, 34–35
Black Lives Matter (BLM)
, 41–42, 45
Body mass index (BMI)
, 74
Boston Consultancy Group (BCG)
, 57
Bourdieu’s concepts
, 186
Bourdieusian concepts
, 188
Canada Health Act (1984), 22–23
Canadian household food insecurity, 73–74
Canadian principals, 15–16
Capital, 188
Center for Education Statistics and Evaluation (CESE), 56, 59
Chief Executive Officer, 36–37
Choice, 103
Cognitive emotion work, 4–5
“Collaborative learning”, 125–126
Collateral damage, 123
in education, 124
Collège d’enseignement général et professionnel (CEGEP), 27
Colonization, 22–23
Commission on Race and Ethnic Disparities (CRED), 41–42, 44, 46
Commitment, 30
Communication, 37
Community-based interventions, impact of, 78
Competition, 157
Complexity, 176
Conservative government, 149
“Consumer sovereignty”, 54
Contemporary principalship
culture of contemporary principalship, 16
emotional aspects of contemporary principalship, 14
Conventional Western, 166
“Cooperative learning”, 125–126
Coping strategies by BWS, 134–135
Core Leadership Capacities (CLCs), 167
Correlational analysis, 87
COVID-19 pandemic, 41–42, 44, 187
impact on Thai Principal, 122–123
on schooling in Thailand, 123
Credibility, 107
Critical bifocality, 101, 107, 113–114
Critical grounded theory, 165–166
Critical race theory (CRT), 44–46
Curiosity, 177
Curriculum, 31–32
development and considerations, 32–35
of instruction, 44
Cynefin Framework, 167–168
Data analysis, 8
Data scoring, 83–84
Decolonization, 23
Deep acting, 4–5
Department for Education (DfE), 54, 155
Developmental Model of Intercultural Sensitivity (DMIS), 172
Diet quality’s influence on academic success, 73–74
Direction, 30
Disagreements over policy, 11
Diversity, 165–166
Dual-stage approach, 8
Economic crises, 122
Education, collateral damage in, 124
Education Act (1900), 53–54
Education Equity Action Plan, 164
Education in South-East Asia, 123
Education policy, 43–44
Education Quality and Accountability Office (EQAO), 71–73
correlational analysis, 87
data collection procedure, 82–83
data scoring, 83–84
diet quality’s influence on academic success, 73–74
influence of weight status on academic success, 74–78
literature review, 73–74
methodology, 81–84
NEMS-S, 82
OKGF, 88
phase one, 81
phase two, 81–82
qualitative analysis, 84–86
quantitative analysis, 86–87
results, 84–87
statistical analysis, 84
test, 78
theoretical framework, 78–81
Education Reform Act (1988), 43
Educational inequalities, 128
Educational programs, 150–151
Educational strategies, 34
Educators in Ontario, 149
Effective school leadership practice, 3–4
Emotion in school leadership, 3–4
Emotional aspects of contemporary principalship, 14
Emotional labor, 4–6
conditions contributing to principals, 8–14
disagreements over policy, 11
emotional labor impact on school principals, 5–6
encountering barriers as advocating for students, 8–9
identified conditions leading to principals experiencing, 6
tragedies or difficult issues, 12–14
work intensification, 10
workplace conflicts, 11–12
Empowering medical learners, 31–32
England, principals in, 153–156
English Language Learners (ELL), 104
Equity, 176
Equity, diversity, and inclusion (EDI), 22
challenges in medical culture, 25–26
leadership excellence through, 35–37
Ethnicity, 41–43
Every Student Succeeds Act, 71–72
Experience, 155
of cultural difference, 172
External stressors, 75
Facial expression, 4–5
Faculty
management, 193–195
outcomes, 35
“Feeling rules”, 4
Field, 187–189
Fluid society, 54
Food adequacy, 73–74
Food insecurity, 72
influence on school engagement, 76
psychological outcomes influence on academic success, 75
Full-Time Equivalent (FTE), 56–57
Good leader, 37
Government schools, 56–57
Group learning, 125–126
Historically persistent socioeconomic inequalities, 126–127
Human diversity, 165–166
Human survival, biological requirements for, 73
Hurricane Katrina, 124
“Hyperactivism”, 44
Implementation, 34–35
In-formative learning, 170
Inclusivity, 35–36
Incredible Community, 155
Index of Community Socio-Educational Advantage (ICSEA), 59
Indian Act (1876), 22–23
Indian Health Policy (1979), 22–23
Indigenous peoples of Canada, 22–23
Individualized Education Plans (IEP), 104
Inequities, 62–65
Informational learning, 169
Institute of Aboriginal Peoples’ Health Leadership (IAPH), 23
Institutional racism, 46
Institutional review board (IRB), 105
Interim Federal Health Program, 30
International Monetary Fund (IMF), 127
Intersectionality, 25–26, 166–167
Interviews, 8
Labor forces, 127–128
Lammy Review, 42
Leaders, 31–32, 177
in modern organizations, 166–167
Leadership, 22, 30, 186–187
colonization, 22–23
curriculum and empowering medical learners and leaders, 31–32
curriculum development and considerations, 32–35
decolonization, 23
EDI challenges in medical culture, 25–26
excellence through EDI, 35–37
future, 31
good leader, 37
in medical education, 26
excellence through EDI, 35–37
learner and faculty outcomes, 35
past, 27–29
postcolonial leadership, 22
present, 29–31
qualities, 37
reflexivity statement, 26–27
role, 186
two-eyed seeing model, 23–24
Leading under speculation
analytical resources, 55–56
complexity, 65–67
inequities and speculation, 62–65
small schools as lesser, 61–62
small schools in New South Wales, 58–61
threat of closure, 56–58
Learner, 35
“Learning loss”, 123
Lesson Study for Learning Community (LSLC), 125, 130
LGBTQ+ faculty, 34–35
Life in schools, 148
“Liquid society”, 54
MacPherson Report, 42
Managerialism, 187
Managing emotions, 3–4
Maslow’s hierarchy of needs, 73
McGregor-Smith Review, 42
Medical College Admission Test, 28
Medical culture, EDI challenges in, 25–26
Meritocratic ideology of equal opportunity, 113
Metabolic stress, 75
Middle leadership, 185–186
capital and field, 187–188
changing face of university middle leadership, 189–195
managing faculty, 193–195
starting point, 190–193
study, 187–189
Minister of Education, 150–153
Mixed open coding strategies, 106
NatCen Social Research, 46
Negative outcomes, 77–78
Neoliberal business model, 157
Neoliberal policies
consequences on everyday economic factors, 108–109
consequences on everyday social and educational factors, 110–111
consequences on school’s improvement efforts, 111–112
Neoliberal policies, 99–101, 103, 124–125
Neoliberal production model, 157
Neoliberal reform strategies, 99–100
Neoliberal times
CRT, 44–46
current education policy, 43–44
neoliberalism, race, and ethnicity, 41–43
Neoliberalism, 41, 43, 101, 151, 158
New Lambton Heights Infants School, 64–65
New South Wales, small schools in, 58–61
New South Wales School Leadership Institute, 61
No Child Left Behind (NCLB), 101
Non-government schools, 56–57
Nutritional Environment Measures Survey of Stores (NEMS-S), 82
NVivo, 106
Obfuscation, 177
Objective Knowledge Growth Framework (OKGF), 78–80, 88
“Objective reality”, 176
One-way ANOVA, 86
Ontarian Public School System, 164–165
Ontario, Canada, principals in, 148–153
Ontario Leadership Framework, 168
Ontario Principals’ Council (OPC), 151
Ontario Regulation 234/10 (O. Reg. 234/10), 164
Ontario Student Assistance Program, 28
Opportunity gap, 99–100
Organizational leaderships, 35–36
Organizing activity, 55–56, 67
Outdoor education program, 150–151
Pandemic, 131, 147–148
Paradigm shift, 26
Parker Review, 42
Participants, 105
Pedagogical reforms, 122
Personal Leadership Resources, 168, 171
Physiological arousal, 75–76
“Policy overload”, 44
Positive outcomes, 77
Postcolonial leadership, 22
two-eyed seeing model, 23–24
Principal and Vice-Principal Performance Appraisal (PPA), 164–165
Principals, 4–5, 164
conditions contributing to principals’ emotional labor, 8–14
emotional labor impact on school principals, 5–6
Principals in Middle
Australia by Sue Lazenby and Warren Marks, 156–159
England, by Jeremy Hannay, 153–156
ethos in principals, 147–148
Ontario, Canada by Dean Fink, 148–153
Principalship, 54, 56–57, 61–62
Production model, 157–158
Professional identity formation, 30–31
Professional learning community (PLC), 125, 131
Professor
, 194
Program Policy Memorandum (PPM), 14–15
Qualitative analysis, 84–86
Quantitative analysis, 86–87
Race, 41–43
Race Disparity Audit, 42
Reflexivity statement, 26–27
Relational approach, 55
Relational inquiry into the provision of education analysis (RIPE analysis), 55
Relationships, 195
Research profile, 194
Researcher as instrument and positionality statement, 106
Results, 37
Riots Report, 42
Rules of Racial Standing, 44–45
Sample description, 7
Sampling procedures, 7
School
choice, 107–108
community, 4–5
context, 129–130
food insecurity’s influence on school engagement, 76
funding, 60
impact of school food supplementation programs, 77
School as Learning Community (SLC), 125
School choice policy, 103
School improvement
accountability, 102–103
accountability, 108
analytical strategy, 106–107
choice, 103
consequences of neoliberal policies on everyday economic factors, 108–109
credibility and trustworthiness, 107
data collection, 105–106
efforts, 111–112
findings, 107–108
implications for practice and policy, 114–115
methodology, 103–105
neoliberal policies, 101–103
neoliberal policies consequences on everyday social and educational factors, 110–111
neoliberal policy consequences on school’s improvement efforts, 111–112
participants, 105
purpose of study, 100
researcher as instrument and positionality statement, 106
school choice, 107–108
site and student characteristics, 104
theoretical foundations, 100–101
School improvement grant (SIG), 101
School leaders, 154–155
School principals, 72
emotional labor impact on, 5–6
School reform, 122, 125
Schooling in Thailand, COVID-19 impact on, 123
Self-study, 128–129
Service-minded professions, 4–5
Shock Doctrine
, 152–153
Simplicity, 176
Small schools, 58
as lesser, 61–62
in New South Wales, 58–61
Snowballing effects, 60–61
Social accountability, 31
Social institution, 53–54
Social networks, 148
Socioeconomic inequalities, 126–127
Spatio-temporal conditions, 54–56, 67
Speculation, 62–65
Spelling, punctuation, and grammar (SPAG), 154
Standardized testing, 156–157
State Suburb Codes (SSC), 60
Statistical analysis, 84
Strategy, 37
Student collaboration, 125–126
Study design, 128–129
Sustainable Development Goal, 54
Swann Report, 43
Teacher workloads, 124–125
Thai Principal
arrival as principal at school B, 130–131
childcare schemes, 136–137
collateral damage in education, 124
conceptual framework, 124–126
context of South-East Asia, 135–136
coping strategies by BWS, 134–135
COVID-19 impact on schooling in Thailand, 123
impact of COVID-19, 122–123
educational inequalities, 128
findings, 130–133
historically persistent socioeconomic inequalities, 126–127
increasingly precarious labor forces, 127–128
issues, 131–132
methodology, 128–130
pandemic, 131
purpose of study, 123
school context, 129–130
self-reflection, 137
strategies formation, 133
student collaboration, 125–126
teacher workloads, 124–125
Thai context, 126–128
Thakshin administration of Thailand, 127
Threat of closure, 56–58
Traditional professional model, 157
“Trans-form-ative” learning, 170
Transformational learning, 169
Trustworthiness, 107
Twitter, 148
Two-eyed seeing model, 23–24
Under-represented in medicine (URM), 25
University
changing face of university middle leadership, 189–195
leadership, 185–186
Vice-principal professional, 164
Vulnerable communities, 53–54
Weight status influence on academic success, 74–78
food insecurity’s psychological outcomes influence on academic success, 75
Windrush Lessons Learned Review, 42
Work intensification, 10, 14–15
conditions contributing to principals’ emotional labor, 8–14
culture of contemporary principalship, 16
data analysis, 8
emotional aspects of contemporary principalship, 14
emotional labor, 4–6
identified conditions leading to principals experiencing emotional labor, 6
interviews, 8
methodology, 7–8
sample description, 7
sampling procedures, 7
work intensification, 14–15
Workplace conflicts, 11–12
Young Review, 42
Canada Health Act (1984)
, 22–23
Canadian household food insecurity
, 73–74
Canadian principals
, 15–16
Capital
, 188
Center for Education Statistics and Evaluation (CESE)
, 56, 59
Chief Executive Officer
, 36–37
Choice
, 103
Cognitive emotion work
, 4–5
“Collaborative learning”
, 125–126
Collateral damage
, 123
in education
, 124
Collège d’enseignement général et professionnel (CEGEP)
, 27
Colonization
, 22–23
Commission on Race and Ethnic Disparities (CRED)
, 41–42, 44, 46
Commitment
, 30
Communication
, 37
Community-based interventions, impact of
, 78
Competition
, 157
Complexity
, 176
Conservative government
, 149
“Consumer sovereignty”
, 54
Contemporary principalship
culture of contemporary principalship
, 16
emotional aspects of contemporary principalship
, 14
Conventional Western
, 166
“Cooperative learning”
, 125–126
Coping strategies by BWS
, 134–135
Core Leadership Capacities (CLCs)
, 167
Correlational analysis
, 87
COVID-19 pandemic
, 41–42, 44, 187
impact on Thai Principal
, 122–123
on schooling in Thailand
, 123
Credibility
, 107
Critical bifocality
, 101, 107, 113–114
Critical grounded theory
, 165–166
Critical race theory (CRT)
, 44–46
Curiosity
, 177
Curriculum
, 31–32
development and considerations
, 32–35
of instruction
, 44
Cynefin Framework
, 167–168
Data analysis
, 8
Data scoring
, 83–84
Decolonization
, 23
Deep acting
, 4–5
Department for Education (DfE)
, 54, 155
Developmental Model of Intercultural Sensitivity (DMIS)
, 172
Diet quality’s influence on academic success
, 73–74
Direction
, 30
Disagreements over policy
, 11
Diversity
, 165–166
Dual-stage approach
, 8
Economic crises, 122
Education, collateral damage in, 124
Education Act (1900), 53–54
Education Equity Action Plan, 164
Education in South-East Asia, 123
Education policy, 43–44
Education Quality and Accountability Office (EQAO), 71–73
correlational analysis, 87
data collection procedure, 82–83
data scoring, 83–84
diet quality’s influence on academic success, 73–74
influence of weight status on academic success, 74–78
literature review, 73–74
methodology, 81–84
NEMS-S, 82
OKGF, 88
phase one, 81
phase two, 81–82
qualitative analysis, 84–86
quantitative analysis, 86–87
results, 84–87
statistical analysis, 84
test, 78
theoretical framework, 78–81
Education Reform Act (1988), 43
Educational inequalities, 128
Educational programs, 150–151
Educational strategies, 34
Educators in Ontario, 149
Effective school leadership practice, 3–4
Emotion in school leadership, 3–4
Emotional aspects of contemporary principalship, 14
Emotional labor, 4–6
conditions contributing to principals, 8–14
disagreements over policy, 11
emotional labor impact on school principals, 5–6
encountering barriers as advocating for students, 8–9
identified conditions leading to principals experiencing, 6
tragedies or difficult issues, 12–14
work intensification, 10
workplace conflicts, 11–12
Empowering medical learners, 31–32
England, principals in, 153–156
English Language Learners (ELL), 104
Equity, 176
Equity, diversity, and inclusion (EDI), 22
challenges in medical culture, 25–26
leadership excellence through, 35–37
Ethnicity, 41–43
Every Student Succeeds Act, 71–72
Experience, 155
of cultural difference, 172
External stressors, 75
Facial expression, 4–5
Faculty
management, 193–195
outcomes, 35
“Feeling rules”, 4
Field, 187–189
Fluid society, 54
Food adequacy, 73–74
Food insecurity, 72
influence on school engagement, 76
psychological outcomes influence on academic success, 75
Full-Time Equivalent (FTE), 56–57
Good leader, 37
Government schools, 56–57
Group learning, 125–126
Historically persistent socioeconomic inequalities, 126–127
Human diversity, 165–166
Human survival, biological requirements for, 73
Hurricane Katrina, 124
“Hyperactivism”, 44
Implementation, 34–35
In-formative learning, 170
Inclusivity, 35–36
Incredible Community, 155
Index of Community Socio-Educational Advantage (ICSEA), 59
Indian Act (1876), 22–23
Indian Health Policy (1979), 22–23
Indigenous peoples of Canada, 22–23
Individualized Education Plans (IEP), 104
Inequities, 62–65
Informational learning, 169
Institute of Aboriginal Peoples’ Health Leadership (IAPH), 23
Institutional racism, 46
Institutional review board (IRB), 105
Interim Federal Health Program, 30
International Monetary Fund (IMF), 127
Intersectionality, 25–26, 166–167
Interviews, 8
Labor forces, 127–128
Lammy Review, 42
Leaders, 31–32, 177
in modern organizations, 166–167
Leadership, 22, 30, 186–187
colonization, 22–23
curriculum and empowering medical learners and leaders, 31–32
curriculum development and considerations, 32–35
decolonization, 23
EDI challenges in medical culture, 25–26
excellence through EDI, 35–37
future, 31
good leader, 37
in medical education, 26
excellence through EDI, 35–37
learner and faculty outcomes, 35
past, 27–29
postcolonial leadership, 22
present, 29–31
qualities, 37
reflexivity statement, 26–27
role, 186
two-eyed seeing model, 23–24
Leading under speculation
analytical resources, 55–56
complexity, 65–67
inequities and speculation, 62–65
small schools as lesser, 61–62
small schools in New South Wales, 58–61
threat of closure, 56–58
Learner, 35
“Learning loss”, 123
Lesson Study for Learning Community (LSLC), 125, 130
LGBTQ+ faculty, 34–35
Life in schools, 148
“Liquid society”, 54
MacPherson Report, 42
Managerialism, 187
Managing emotions, 3–4
Maslow’s hierarchy of needs, 73
McGregor-Smith Review, 42
Medical College Admission Test, 28
Medical culture, EDI challenges in, 25–26
Meritocratic ideology of equal opportunity, 113
Metabolic stress, 75
Middle leadership, 185–186
capital and field, 187–188
changing face of university middle leadership, 189–195
managing faculty, 193–195
starting point, 190–193
study, 187–189
Minister of Education, 150–153
Mixed open coding strategies, 106
NatCen Social Research, 46
Negative outcomes, 77–78
Neoliberal business model, 157
Neoliberal policies
consequences on everyday economic factors, 108–109
consequences on everyday social and educational factors, 110–111
consequences on school’s improvement efforts, 111–112
Neoliberal policies, 99–101, 103, 124–125
Neoliberal production model, 157
Neoliberal reform strategies, 99–100
Neoliberal times
CRT, 44–46
current education policy, 43–44
neoliberalism, race, and ethnicity, 41–43
Neoliberalism, 41, 43, 101, 151, 158
New Lambton Heights Infants School, 64–65
New South Wales, small schools in, 58–61
New South Wales School Leadership Institute, 61
No Child Left Behind (NCLB), 101
Non-government schools, 56–57
Nutritional Environment Measures Survey of Stores (NEMS-S), 82
NVivo, 106
Obfuscation, 177
Objective Knowledge Growth Framework (OKGF), 78–80, 88
“Objective reality”, 176
One-way ANOVA, 86
Ontarian Public School System, 164–165
Ontario, Canada, principals in, 148–153
Ontario Leadership Framework, 168
Ontario Principals’ Council (OPC), 151
Ontario Regulation 234/10 (O. Reg. 234/10), 164
Ontario Student Assistance Program, 28
Opportunity gap, 99–100
Organizational leaderships, 35–36
Organizing activity, 55–56, 67
Outdoor education program, 150–151
Pandemic, 131, 147–148
Paradigm shift, 26
Parker Review, 42
Participants, 105
Pedagogical reforms, 122
Personal Leadership Resources, 168, 171
Physiological arousal, 75–76
“Policy overload”, 44
Positive outcomes, 77
Postcolonial leadership, 22
two-eyed seeing model, 23–24
Principal and Vice-Principal Performance Appraisal (PPA), 164–165
Principals, 4–5, 164
conditions contributing to principals’ emotional labor, 8–14
emotional labor impact on school principals, 5–6
Principals in Middle
Australia by Sue Lazenby and Warren Marks, 156–159
England, by Jeremy Hannay, 153–156
ethos in principals, 147–148
Ontario, Canada by Dean Fink, 148–153
Principalship, 54, 56–57, 61–62
Production model, 157–158
Professional identity formation, 30–31
Professional learning community (PLC), 125, 131
Professor
, 194
Program Policy Memorandum (PPM), 14–15
Qualitative analysis, 84–86
Quantitative analysis, 86–87
Race, 41–43
Race Disparity Audit, 42
Reflexivity statement, 26–27
Relational approach, 55
Relational inquiry into the provision of education analysis (RIPE analysis), 55
Relationships, 195
Research profile, 194
Researcher as instrument and positionality statement, 106
Results, 37
Riots Report, 42
Rules of Racial Standing, 44–45
Sample description, 7
Sampling procedures, 7
School
choice, 107–108
community, 4–5
context, 129–130
food insecurity’s influence on school engagement, 76
funding, 60
impact of school food supplementation programs, 77
School as Learning Community (SLC), 125
School choice policy, 103
School improvement
accountability, 102–103
accountability, 108
analytical strategy, 106–107
choice, 103
consequences of neoliberal policies on everyday economic factors, 108–109
credibility and trustworthiness, 107
data collection, 105–106
efforts, 111–112
findings, 107–108
implications for practice and policy, 114–115
methodology, 103–105
neoliberal policies, 101–103
neoliberal policies consequences on everyday social and educational factors, 110–111
neoliberal policy consequences on school’s improvement efforts, 111–112
participants, 105
purpose of study, 100
researcher as instrument and positionality statement, 106
school choice, 107–108
site and student characteristics, 104
theoretical foundations, 100–101
School improvement grant (SIG), 101
School leaders, 154–155
School principals, 72
emotional labor impact on, 5–6
School reform, 122, 125
Schooling in Thailand, COVID-19 impact on, 123
Self-study, 128–129
Service-minded professions, 4–5
Shock Doctrine
, 152–153
Simplicity, 176
Small schools, 58
as lesser, 61–62
in New South Wales, 58–61
Snowballing effects, 60–61
Social accountability, 31
Social institution, 53–54
Social networks, 148
Socioeconomic inequalities, 126–127
Spatio-temporal conditions, 54–56, 67
Speculation, 62–65
Spelling, punctuation, and grammar (SPAG), 154
Standardized testing, 156–157
State Suburb Codes (SSC), 60
Statistical analysis, 84
Strategy, 37
Student collaboration, 125–126
Study design, 128–129
Sustainable Development Goal, 54
Swann Report, 43
Teacher workloads, 124–125
Thai Principal
arrival as principal at school B, 130–131
childcare schemes, 136–137
collateral damage in education, 124
conceptual framework, 124–126
context of South-East Asia, 135–136
coping strategies by BWS, 134–135
COVID-19 impact on schooling in Thailand, 123
impact of COVID-19, 122–123
educational inequalities, 128
findings, 130–133
historically persistent socioeconomic inequalities, 126–127
increasingly precarious labor forces, 127–128
issues, 131–132
methodology, 128–130
pandemic, 131
purpose of study, 123
school context, 129–130
self-reflection, 137
strategies formation, 133
student collaboration, 125–126
teacher workloads, 124–125
Thai context, 126–128
Thakshin administration of Thailand, 127
Threat of closure, 56–58
Traditional professional model, 157
“Trans-form-ative” learning, 170
Transformational learning, 169
Trustworthiness, 107
Twitter, 148
Two-eyed seeing model, 23–24
Under-represented in medicine (URM), 25
University
changing face of university middle leadership, 189–195
leadership, 185–186
Vice-principal professional, 164
Vulnerable communities, 53–54
Weight status influence on academic success, 74–78
food insecurity’s psychological outcomes influence on academic success, 75
Windrush Lessons Learned Review, 42
Work intensification, 10, 14–15
conditions contributing to principals’ emotional labor, 8–14
culture of contemporary principalship, 16
data analysis, 8
emotional aspects of contemporary principalship, 14
emotional labor, 4–6
identified conditions leading to principals experiencing emotional labor, 6
interviews, 8
methodology, 7–8
sample description, 7
sampling procedures, 7
work intensification, 14–15
Workplace conflicts, 11–12
Young Review, 42
Economic crises
, 122
Education, collateral damage in
, 124
Education Act (1900)
, 53–54
Education Equity Action Plan
, 164
Education in South-East Asia
, 123
Education policy
, 43–44
Education Quality and Accountability Office (EQAO)
, 71–73
correlational analysis
, 87
data collection procedure
, 82–83
data scoring
, 83–84
diet quality’s influence on academic success
, 73–74
influence of weight status on academic success
, 74–78
literature review
, 73–74
methodology
, 81–84
NEMS-S
, 82
OKGF
, 88
phase one
, 81
phase two
, 81–82
qualitative analysis
, 84–86
quantitative analysis
, 86–87
results
, 84–87
statistical analysis
, 84
test
, 78
theoretical framework
, 78–81
Education Reform Act (1988)
, 43
Educational inequalities
, 128
Educational programs
, 150–151
Educational strategies
, 34
Educators in Ontario
, 149
Effective school leadership practice
, 3–4
Emotion in school leadership
, 3–4
Emotional aspects of contemporary principalship
, 14
Emotional labor
, 4–6
conditions contributing to principals
, 8–14
disagreements over policy
, 11
emotional labor impact on school principals
, 5–6
encountering barriers as advocating for students
, 8–9
identified conditions leading to principals experiencing
, 6
tragedies or difficult issues
, 12–14
work intensification
, 10
workplace conflicts
, 11–12
Empowering medical learners
, 31–32
England, principals in
, 153–156
English Language Learners (ELL)
, 104
Equity
, 176
Equity, diversity, and inclusion (EDI)
, 22
challenges in medical culture
, 25–26
leadership excellence through
, 35–37
Ethnicity
, 41–43
Every Student Succeeds Act
, 71–72
Experience
, 155
of cultural difference
, 172
External stressors
, 75
Facial expression
, 4–5
Faculty
management
, 193–195
outcomes
, 35
“Feeling rules”
, 4
Field
, 187–189
Fluid society
, 54
Food adequacy
, 73–74
Food insecurity
, 72
influence on school engagement
, 76
psychological outcomes influence on academic success
, 75
Full-Time Equivalent (FTE)
, 56–57
Good leader, 37
Government schools, 56–57
Group learning, 125–126
Historically persistent socioeconomic inequalities, 126–127
Human diversity, 165–166
Human survival, biological requirements for, 73
Hurricane Katrina, 124
“Hyperactivism”, 44
Implementation, 34–35
In-formative learning, 170
Inclusivity, 35–36
Incredible Community, 155
Index of Community Socio-Educational Advantage (ICSEA), 59
Indian Act (1876), 22–23
Indian Health Policy (1979), 22–23
Indigenous peoples of Canada, 22–23
Individualized Education Plans (IEP), 104
Inequities, 62–65
Informational learning, 169
Institute of Aboriginal Peoples’ Health Leadership (IAPH), 23
Institutional racism, 46
Institutional review board (IRB), 105
Interim Federal Health Program, 30
International Monetary Fund (IMF), 127
Intersectionality, 25–26, 166–167
Interviews, 8
Labor forces, 127–128
Lammy Review, 42
Leaders, 31–32, 177
in modern organizations, 166–167
Leadership, 22, 30, 186–187
colonization, 22–23
curriculum and empowering medical learners and leaders, 31–32
curriculum development and considerations, 32–35
decolonization, 23
EDI challenges in medical culture, 25–26
excellence through EDI, 35–37
future, 31
good leader, 37
in medical education, 26
excellence through EDI, 35–37
learner and faculty outcomes, 35
past, 27–29
postcolonial leadership, 22
present, 29–31
qualities, 37
reflexivity statement, 26–27
role, 186
two-eyed seeing model, 23–24
Leading under speculation
analytical resources, 55–56
complexity, 65–67
inequities and speculation, 62–65
small schools as lesser, 61–62
small schools in New South Wales, 58–61
threat of closure, 56–58
Learner, 35
“Learning loss”, 123
Lesson Study for Learning Community (LSLC), 125, 130
LGBTQ+ faculty, 34–35
Life in schools, 148
“Liquid society”, 54
MacPherson Report, 42
Managerialism, 187
Managing emotions, 3–4
Maslow’s hierarchy of needs, 73
McGregor-Smith Review, 42
Medical College Admission Test, 28
Medical culture, EDI challenges in, 25–26
Meritocratic ideology of equal opportunity, 113
Metabolic stress, 75
Middle leadership, 185–186
capital and field, 187–188
changing face of university middle leadership, 189–195
managing faculty, 193–195
starting point, 190–193
study, 187–189
Minister of Education, 150–153
Mixed open coding strategies, 106
NatCen Social Research, 46
Negative outcomes, 77–78
Neoliberal business model, 157
Neoliberal policies
consequences on everyday economic factors, 108–109
consequences on everyday social and educational factors, 110–111
consequences on school’s improvement efforts, 111–112
Neoliberal policies, 99–101, 103, 124–125
Neoliberal production model, 157
Neoliberal reform strategies, 99–100
Neoliberal times
CRT, 44–46
current education policy, 43–44
neoliberalism, race, and ethnicity, 41–43
Neoliberalism, 41, 43, 101, 151, 158
New Lambton Heights Infants School, 64–65
New South Wales, small schools in, 58–61
New South Wales School Leadership Institute, 61
No Child Left Behind (NCLB), 101
Non-government schools, 56–57
Nutritional Environment Measures Survey of Stores (NEMS-S), 82
NVivo, 106
Obfuscation, 177
Objective Knowledge Growth Framework (OKGF), 78–80, 88
“Objective reality”, 176
One-way ANOVA, 86
Ontarian Public School System, 164–165
Ontario, Canada, principals in, 148–153
Ontario Leadership Framework, 168
Ontario Principals’ Council (OPC), 151
Ontario Regulation 234/10 (O. Reg. 234/10), 164
Ontario Student Assistance Program, 28
Opportunity gap, 99–100
Organizational leaderships, 35–36
Organizing activity, 55–56, 67
Outdoor education program, 150–151
Pandemic, 131, 147–148
Paradigm shift, 26
Parker Review, 42
Participants, 105
Pedagogical reforms, 122
Personal Leadership Resources, 168, 171
Physiological arousal, 75–76
“Policy overload”, 44
Positive outcomes, 77
Postcolonial leadership, 22
two-eyed seeing model, 23–24
Principal and Vice-Principal Performance Appraisal (PPA), 164–165
Principals, 4–5, 164
conditions contributing to principals’ emotional labor, 8–14
emotional labor impact on school principals, 5–6
Principals in Middle
Australia by Sue Lazenby and Warren Marks, 156–159
England, by Jeremy Hannay, 153–156
ethos in principals, 147–148
Ontario, Canada by Dean Fink, 148–153
Principalship, 54, 56–57, 61–62
Production model, 157–158
Professional identity formation, 30–31
Professional learning community (PLC), 125, 131
Professor
, 194
Program Policy Memorandum (PPM), 14–15
Qualitative analysis, 84–86
Quantitative analysis, 86–87
Race, 41–43
Race Disparity Audit, 42
Reflexivity statement, 26–27
Relational approach, 55
Relational inquiry into the provision of education analysis (RIPE analysis), 55
Relationships, 195
Research profile, 194
Researcher as instrument and positionality statement, 106
Results, 37
Riots Report, 42
Rules of Racial Standing, 44–45
Sample description, 7
Sampling procedures, 7
School
choice, 107–108
community, 4–5
context, 129–130
food insecurity’s influence on school engagement, 76
funding, 60
impact of school food supplementation programs, 77
School as Learning Community (SLC), 125
School choice policy, 103
School improvement
accountability, 102–103
accountability, 108
analytical strategy, 106–107
choice, 103
consequences of neoliberal policies on everyday economic factors, 108–109
credibility and trustworthiness, 107
data collection, 105–106
efforts, 111–112
findings, 107–108
implications for practice and policy, 114–115
methodology, 103–105
neoliberal policies, 101–103
neoliberal policies consequences on everyday social and educational factors, 110–111
neoliberal policy consequences on school’s improvement efforts, 111–112
participants, 105
purpose of study, 100
researcher as instrument and positionality statement, 106
school choice, 107–108
site and student characteristics, 104
theoretical foundations, 100–101
School improvement grant (SIG), 101
School leaders, 154–155
School principals, 72
emotional labor impact on, 5–6
School reform, 122, 125
Schooling in Thailand, COVID-19 impact on, 123
Self-study, 128–129
Service-minded professions, 4–5
Shock Doctrine
, 152–153
Simplicity, 176
Small schools, 58
as lesser, 61–62
in New South Wales, 58–61
Snowballing effects, 60–61
Social accountability, 31
Social institution, 53–54
Social networks, 148
Socioeconomic inequalities, 126–127
Spatio-temporal conditions, 54–56, 67
Speculation, 62–65
Spelling, punctuation, and grammar (SPAG), 154
Standardized testing, 156–157
State Suburb Codes (SSC), 60
Statistical analysis, 84
Strategy, 37
Student collaboration, 125–126
Study design, 128–129
Sustainable Development Goal, 54
Swann Report, 43
Teacher workloads, 124–125
Thai Principal
arrival as principal at school B, 130–131
childcare schemes, 136–137
collateral damage in education, 124
conceptual framework, 124–126
context of South-East Asia, 135–136
coping strategies by BWS, 134–135
COVID-19 impact on schooling in Thailand, 123
impact of COVID-19, 122–123
educational inequalities, 128
findings, 130–133
historically persistent socioeconomic inequalities, 126–127
increasingly precarious labor forces, 127–128
issues, 131–132
methodology, 128–130
pandemic, 131
purpose of study, 123
school context, 129–130
self-reflection, 137
strategies formation, 133
student collaboration, 125–126
teacher workloads, 124–125
Thai context, 126–128
Thakshin administration of Thailand, 127
Threat of closure, 56–58
Traditional professional model, 157
“Trans-form-ative” learning, 170
Transformational learning, 169
Trustworthiness, 107
Twitter, 148
Two-eyed seeing model, 23–24
Under-represented in medicine (URM), 25
University
changing face of university middle leadership, 189–195
leadership, 185–186
Vice-principal professional, 164
Vulnerable communities, 53–54
Weight status influence on academic success, 74–78
food insecurity’s psychological outcomes influence on academic success, 75
Windrush Lessons Learned Review, 42
Work intensification, 10, 14–15
conditions contributing to principals’ emotional labor, 8–14
culture of contemporary principalship, 16
data analysis, 8
emotional aspects of contemporary principalship, 14
emotional labor, 4–6
identified conditions leading to principals experiencing emotional labor, 6
interviews, 8
methodology, 7–8
sample description, 7
sampling procedures, 7
work intensification, 14–15
Workplace conflicts, 11–12
Young Review, 42
Good leader
, 37
Government schools
, 56–57
Group learning
, 125–126
Historically persistent socioeconomic inequalities
, 126–127
Human diversity
, 165–166
Human survival, biological requirements for
, 73
Hurricane Katrina
, 124
“Hyperactivism”
, 44
Implementation, 34–35
In-formative learning, 170
Inclusivity, 35–36
Incredible Community, 155
Index of Community Socio-Educational Advantage (ICSEA), 59
Indian Act (1876), 22–23
Indian Health Policy (1979), 22–23
Indigenous peoples of Canada, 22–23
Individualized Education Plans (IEP), 104
Inequities, 62–65
Informational learning, 169
Institute of Aboriginal Peoples’ Health Leadership (IAPH), 23
Institutional racism, 46
Institutional review board (IRB), 105
Interim Federal Health Program, 30
International Monetary Fund (IMF), 127
Intersectionality, 25–26, 166–167
Interviews, 8
Labor forces, 127–128
Lammy Review, 42
Leaders, 31–32, 177
in modern organizations, 166–167
Leadership, 22, 30, 186–187
colonization, 22–23
curriculum and empowering medical learners and leaders, 31–32
curriculum development and considerations, 32–35
decolonization, 23
EDI challenges in medical culture, 25–26
excellence through EDI, 35–37
future, 31
good leader, 37
in medical education, 26
excellence through EDI, 35–37
learner and faculty outcomes, 35
past, 27–29
postcolonial leadership, 22
present, 29–31
qualities, 37
reflexivity statement, 26–27
role, 186
two-eyed seeing model, 23–24
Leading under speculation
analytical resources, 55–56
complexity, 65–67
inequities and speculation, 62–65
small schools as lesser, 61–62
small schools in New South Wales, 58–61
threat of closure, 56–58
Learner, 35
“Learning loss”, 123
Lesson Study for Learning Community (LSLC), 125, 130
LGBTQ+ faculty, 34–35
Life in schools, 148
“Liquid society”, 54
MacPherson Report, 42
Managerialism, 187
Managing emotions, 3–4
Maslow’s hierarchy of needs, 73
McGregor-Smith Review, 42
Medical College Admission Test, 28
Medical culture, EDI challenges in, 25–26
Meritocratic ideology of equal opportunity, 113
Metabolic stress, 75
Middle leadership, 185–186
capital and field, 187–188
changing face of university middle leadership, 189–195
managing faculty, 193–195
starting point, 190–193
study, 187–189
Minister of Education, 150–153
Mixed open coding strategies, 106
NatCen Social Research, 46
Negative outcomes, 77–78
Neoliberal business model, 157
Neoliberal policies
consequences on everyday economic factors, 108–109
consequences on everyday social and educational factors, 110–111
consequences on school’s improvement efforts, 111–112
Neoliberal policies, 99–101, 103, 124–125
Neoliberal production model, 157
Neoliberal reform strategies, 99–100
Neoliberal times
CRT, 44–46
current education policy, 43–44
neoliberalism, race, and ethnicity, 41–43
Neoliberalism, 41, 43, 101, 151, 158
New Lambton Heights Infants School, 64–65
New South Wales, small schools in, 58–61
New South Wales School Leadership Institute, 61
No Child Left Behind (NCLB), 101
Non-government schools, 56–57
Nutritional Environment Measures Survey of Stores (NEMS-S), 82
NVivo, 106
Obfuscation, 177
Objective Knowledge Growth Framework (OKGF), 78–80, 88
“Objective reality”, 176
One-way ANOVA, 86
Ontarian Public School System, 164–165
Ontario, Canada, principals in, 148–153
Ontario Leadership Framework, 168
Ontario Principals’ Council (OPC), 151
Ontario Regulation 234/10 (O. Reg. 234/10), 164
Ontario Student Assistance Program, 28
Opportunity gap, 99–100
Organizational leaderships, 35–36
Organizing activity, 55–56, 67
Outdoor education program, 150–151
Pandemic, 131, 147–148
Paradigm shift, 26
Parker Review, 42
Participants, 105
Pedagogical reforms, 122
Personal Leadership Resources, 168, 171
Physiological arousal, 75–76
“Policy overload”, 44
Positive outcomes, 77
Postcolonial leadership, 22
two-eyed seeing model, 23–24
Principal and Vice-Principal Performance Appraisal (PPA), 164–165
Principals, 4–5, 164
conditions contributing to principals’ emotional labor, 8–14
emotional labor impact on school principals, 5–6
Principals in Middle
Australia by Sue Lazenby and Warren Marks, 156–159
England, by Jeremy Hannay, 153–156
ethos in principals, 147–148
Ontario, Canada by Dean Fink, 148–153
Principalship, 54, 56–57, 61–62
Production model, 157–158
Professional identity formation, 30–31
Professional learning community (PLC), 125, 131
Professor
, 194
Program Policy Memorandum (PPM), 14–15
Qualitative analysis, 84–86
Quantitative analysis, 86–87
Race, 41–43
Race Disparity Audit, 42
Reflexivity statement, 26–27
Relational approach, 55
Relational inquiry into the provision of education analysis (RIPE analysis), 55
Relationships, 195
Research profile, 194
Researcher as instrument and positionality statement, 106
Results, 37
Riots Report, 42
Rules of Racial Standing, 44–45
Sample description, 7
Sampling procedures, 7
School
choice, 107–108
community, 4–5
context, 129–130
food insecurity’s influence on school engagement, 76
funding, 60
impact of school food supplementation programs, 77
School as Learning Community (SLC), 125
School choice policy, 103
School improvement
accountability, 102–103
accountability, 108
analytical strategy, 106–107
choice, 103
consequences of neoliberal policies on everyday economic factors, 108–109
credibility and trustworthiness, 107
data collection, 105–106
efforts, 111–112
findings, 107–108
implications for practice and policy, 114–115
methodology, 103–105
neoliberal policies, 101–103
neoliberal policies consequences on everyday social and educational factors, 110–111
neoliberal policy consequences on school’s improvement efforts, 111–112
participants, 105
purpose of study, 100
researcher as instrument and positionality statement, 106
school choice, 107–108
site and student characteristics, 104
theoretical foundations, 100–101
School improvement grant (SIG), 101
School leaders, 154–155
School principals, 72
emotional labor impact on, 5–6
School reform, 122, 125
Schooling in Thailand, COVID-19 impact on, 123
Self-study, 128–129
Service-minded professions, 4–5
Shock Doctrine
, 152–153
Simplicity, 176
Small schools, 58
as lesser, 61–62
in New South Wales, 58–61
Snowballing effects, 60–61
Social accountability, 31
Social institution, 53–54
Social networks, 148
Socioeconomic inequalities, 126–127
Spatio-temporal conditions, 54–56, 67
Speculation, 62–65
Spelling, punctuation, and grammar (SPAG), 154
Standardized testing, 156–157
State Suburb Codes (SSC), 60
Statistical analysis, 84
Strategy, 37
Student collaboration, 125–126
Study design, 128–129
Sustainable Development Goal, 54
Swann Report, 43
Teacher workloads, 124–125
Thai Principal
arrival as principal at school B, 130–131
childcare schemes, 136–137
collateral damage in education, 124
conceptual framework, 124–126
context of South-East Asia, 135–136
coping strategies by BWS, 134–135
COVID-19 impact on schooling in Thailand, 123
impact of COVID-19, 122–123
educational inequalities, 128
findings, 130–133
historically persistent socioeconomic inequalities, 126–127
increasingly precarious labor forces, 127–128
issues, 131–132
methodology, 128–130
pandemic, 131
purpose of study, 123
school context, 129–130
self-reflection, 137
strategies formation, 133
student collaboration, 125–126
teacher workloads, 124–125
Thai context, 126–128
Thakshin administration of Thailand, 127
Threat of closure, 56–58
Traditional professional model, 157
“Trans-form-ative” learning, 170
Transformational learning, 169
Trustworthiness, 107
Twitter, 148
Two-eyed seeing model, 23–24
Under-represented in medicine (URM), 25
University
changing face of university middle leadership, 189–195
leadership, 185–186
Vice-principal professional, 164
Vulnerable communities, 53–54
Weight status influence on academic success, 74–78
food insecurity’s psychological outcomes influence on academic success, 75
Windrush Lessons Learned Review, 42
Work intensification, 10, 14–15
conditions contributing to principals’ emotional labor, 8–14
culture of contemporary principalship, 16
data analysis, 8
emotional aspects of contemporary principalship, 14
emotional labor, 4–6
identified conditions leading to principals experiencing emotional labor, 6
interviews, 8
methodology, 7–8
sample description, 7
sampling procedures, 7
work intensification, 14–15
Workplace conflicts, 11–12
Young Review, 42
Implementation
, 34–35
In-formative learning
, 170
Inclusivity
, 35–36
Incredible Community
, 155
Index of Community Socio-Educational Advantage (ICSEA)
, 59
Indian Act (1876)
, 22–23
Indian Health Policy (1979)
, 22–23
Indigenous peoples of Canada
, 22–23
Individualized Education Plans (IEP)
, 104
Inequities
, 62–65
Informational learning
, 169
Institute of Aboriginal Peoples’ Health Leadership (IAPH)
, 23
Institutional racism
, 46
Institutional review board (IRB)
, 105
Interim Federal Health Program
, 30
International Monetary Fund (IMF)
, 127
Intersectionality
, 25–26, 166–167
Interviews
, 8
Labor forces
, 127–128
Lammy Review
, 42
Leaders
, 31–32, 177
in modern organizations
, 166–167
Leadership
, 22, 30, 186–187
colonization
, 22–23
curriculum and empowering medical learners and leaders
, 31–32
curriculum development and considerations
, 32–35
decolonization
, 23
EDI challenges in medical culture
, 25–26
excellence through EDI
, 35–37
future
, 31
good leader
, 37
in medical education
, 26
excellence through EDI
, 35–37
learner and faculty outcomes
, 35
past
, 27–29
postcolonial leadership
, 22
present
, 29–31
qualities
, 37
reflexivity statement
, 26–27
role
, 186
two-eyed seeing model
, 23–24
Leading under speculation
analytical resources
, 55–56
complexity
, 65–67
inequities and speculation
, 62–65
small schools as lesser
, 61–62
small schools in New South Wales
, 58–61
threat of closure
, 56–58
Learner
, 35
“Learning loss”
, 123
Lesson Study for Learning Community (LSLC)
, 125, 130
LGBTQ+ faculty
, 34–35
Life in schools
, 148
“Liquid society”
, 54
MacPherson Report, 42
Managerialism, 187
Managing emotions, 3–4
Maslow’s hierarchy of needs, 73
McGregor-Smith Review, 42
Medical College Admission Test, 28
Medical culture, EDI challenges in, 25–26
Meritocratic ideology of equal opportunity, 113
Metabolic stress, 75
Middle leadership, 185–186
capital and field, 187–188
changing face of university middle leadership, 189–195
managing faculty, 193–195
starting point, 190–193
study, 187–189
Minister of Education, 150–153
Mixed open coding strategies, 106
NatCen Social Research, 46
Negative outcomes, 77–78
Neoliberal business model, 157
Neoliberal policies
consequences on everyday economic factors, 108–109
consequences on everyday social and educational factors, 110–111
consequences on school’s improvement efforts, 111–112
Neoliberal policies, 99–101, 103, 124–125
Neoliberal production model, 157
Neoliberal reform strategies, 99–100
Neoliberal times
CRT, 44–46
current education policy, 43–44
neoliberalism, race, and ethnicity, 41–43
Neoliberalism, 41, 43, 101, 151, 158
New Lambton Heights Infants School, 64–65
New South Wales, small schools in, 58–61
New South Wales School Leadership Institute, 61
No Child Left Behind (NCLB), 101
Non-government schools, 56–57
Nutritional Environment Measures Survey of Stores (NEMS-S), 82
NVivo, 106
Obfuscation, 177
Objective Knowledge Growth Framework (OKGF), 78–80, 88
“Objective reality”, 176
One-way ANOVA, 86
Ontarian Public School System, 164–165
Ontario, Canada, principals in, 148–153
Ontario Leadership Framework, 168
Ontario Principals’ Council (OPC), 151
Ontario Regulation 234/10 (O. Reg. 234/10), 164
Ontario Student Assistance Program, 28
Opportunity gap, 99–100
Organizational leaderships, 35–36
Organizing activity, 55–56, 67
Outdoor education program, 150–151
Pandemic, 131, 147–148
Paradigm shift, 26
Parker Review, 42
Participants, 105
Pedagogical reforms, 122
Personal Leadership Resources, 168, 171
Physiological arousal, 75–76
“Policy overload”, 44
Positive outcomes, 77
Postcolonial leadership, 22
two-eyed seeing model, 23–24
Principal and Vice-Principal Performance Appraisal (PPA), 164–165
Principals, 4–5, 164
conditions contributing to principals’ emotional labor, 8–14
emotional labor impact on school principals, 5–6
Principals in Middle
Australia by Sue Lazenby and Warren Marks, 156–159
England, by Jeremy Hannay, 153–156
ethos in principals, 147–148
Ontario, Canada by Dean Fink, 148–153
Principalship, 54, 56–57, 61–62
Production model, 157–158
Professional identity formation, 30–31
Professional learning community (PLC), 125, 131
Professor
, 194
Program Policy Memorandum (PPM), 14–15
Qualitative analysis, 84–86
Quantitative analysis, 86–87
Race, 41–43
Race Disparity Audit, 42
Reflexivity statement, 26–27
Relational approach, 55
Relational inquiry into the provision of education analysis (RIPE analysis), 55
Relationships, 195
Research profile, 194
Researcher as instrument and positionality statement, 106
Results, 37
Riots Report, 42
Rules of Racial Standing, 44–45
Sample description, 7
Sampling procedures, 7
School
choice, 107–108
community, 4–5
context, 129–130
food insecurity’s influence on school engagement, 76
funding, 60
impact of school food supplementation programs, 77
School as Learning Community (SLC), 125
School choice policy, 103
School improvement
accountability, 102–103
accountability, 108
analytical strategy, 106–107
choice, 103
consequences of neoliberal policies on everyday economic factors, 108–109
credibility and trustworthiness, 107
data collection, 105–106
efforts, 111–112
findings, 107–108
implications for practice and policy, 114–115
methodology, 103–105
neoliberal policies, 101–103
neoliberal policies consequences on everyday social and educational factors, 110–111
neoliberal policy consequences on school’s improvement efforts, 111–112
participants, 105
purpose of study, 100
researcher as instrument and positionality statement, 106
school choice, 107–108
site and student characteristics, 104
theoretical foundations, 100–101
School improvement grant (SIG), 101
School leaders, 154–155
School principals, 72
emotional labor impact on, 5–6
School reform, 122, 125
Schooling in Thailand, COVID-19 impact on, 123
Self-study, 128–129
Service-minded professions, 4–5
Shock Doctrine
, 152–153
Simplicity, 176
Small schools, 58
as lesser, 61–62
in New South Wales, 58–61
Snowballing effects, 60–61
Social accountability, 31
Social institution, 53–54
Social networks, 148
Socioeconomic inequalities, 126–127
Spatio-temporal conditions, 54–56, 67
Speculation, 62–65
Spelling, punctuation, and grammar (SPAG), 154
Standardized testing, 156–157
State Suburb Codes (SSC), 60
Statistical analysis, 84
Strategy, 37
Student collaboration, 125–126
Study design, 128–129
Sustainable Development Goal, 54
Swann Report, 43
Teacher workloads, 124–125
Thai Principal
arrival as principal at school B, 130–131
childcare schemes, 136–137
collateral damage in education, 124
conceptual framework, 124–126
context of South-East Asia, 135–136
coping strategies by BWS, 134–135
COVID-19 impact on schooling in Thailand, 123
impact of COVID-19, 122–123
educational inequalities, 128
findings, 130–133
historically persistent socioeconomic inequalities, 126–127
increasingly precarious labor forces, 127–128
issues, 131–132
methodology, 128–130
pandemic, 131
purpose of study, 123
school context, 129–130
self-reflection, 137
strategies formation, 133
student collaboration, 125–126
teacher workloads, 124–125
Thai context, 126–128
Thakshin administration of Thailand, 127
Threat of closure, 56–58
Traditional professional model, 157
“Trans-form-ative” learning, 170
Transformational learning, 169
Trustworthiness, 107
Twitter, 148
Two-eyed seeing model, 23–24
Under-represented in medicine (URM), 25
University
changing face of university middle leadership, 189–195
leadership, 185–186
Vice-principal professional, 164
Vulnerable communities, 53–54
Weight status influence on academic success, 74–78
food insecurity’s psychological outcomes influence on academic success, 75
Windrush Lessons Learned Review, 42
Work intensification, 10, 14–15
conditions contributing to principals’ emotional labor, 8–14
culture of contemporary principalship, 16
data analysis, 8
emotional aspects of contemporary principalship, 14
emotional labor, 4–6
identified conditions leading to principals experiencing emotional labor, 6
interviews, 8
methodology, 7–8
sample description, 7
sampling procedures, 7
work intensification, 14–15
Workplace conflicts, 11–12
Young Review, 42
MacPherson Report
, 42
Managerialism
, 187
Managing emotions
, 3–4
Maslow’s hierarchy of needs
, 73
McGregor-Smith Review
, 42
Medical College Admission Test
, 28
Medical culture, EDI challenges in
, 25–26
Meritocratic ideology of equal opportunity
, 113
Metabolic stress
, 75
Middle leadership
, 185–186
capital and field
, 187–188
changing face of university middle leadership
, 189–195
managing faculty
, 193–195
starting point
, 190–193
study
, 187–189
Minister of Education
, 150–153
Mixed open coding strategies
, 106
NatCen Social Research
, 46
Negative outcomes
, 77–78
Neoliberal business model
, 157
Neoliberal policies
consequences on everyday economic factors
, 108–109
consequences on everyday social and educational factors
, 110–111
consequences on school’s improvement efforts
, 111–112
Neoliberal policies
, 99–101, 103, 124–125
Neoliberal production model
, 157
Neoliberal reform strategies
, 99–100
Neoliberal times
CRT
, 44–46
current education policy
, 43–44
neoliberalism, race, and ethnicity
, 41–43
Neoliberalism
, 41, 43, 101, 151, 158
New Lambton Heights Infants School
, 64–65
New South Wales, small schools in
, 58–61
New South Wales School Leadership Institute
, 61
No Child Left Behind (NCLB)
, 101
Non-government schools
, 56–57
Nutritional Environment Measures Survey of Stores (NEMS-S)
, 82
NVivo
, 106
Obfuscation, 177
Objective Knowledge Growth Framework (OKGF), 78–80, 88
“Objective reality”, 176
One-way ANOVA, 86
Ontarian Public School System, 164–165
Ontario, Canada, principals in, 148–153
Ontario Leadership Framework, 168
Ontario Principals’ Council (OPC), 151
Ontario Regulation 234/10 (O. Reg. 234/10), 164
Ontario Student Assistance Program, 28
Opportunity gap, 99–100
Organizational leaderships, 35–36
Organizing activity, 55–56, 67
Outdoor education program, 150–151
Pandemic, 131, 147–148
Paradigm shift, 26
Parker Review, 42
Participants, 105
Pedagogical reforms, 122
Personal Leadership Resources, 168, 171
Physiological arousal, 75–76
“Policy overload”, 44
Positive outcomes, 77
Postcolonial leadership, 22
two-eyed seeing model, 23–24
Principal and Vice-Principal Performance Appraisal (PPA), 164–165
Principals, 4–5, 164
conditions contributing to principals’ emotional labor, 8–14
emotional labor impact on school principals, 5–6
Principals in Middle
Australia by Sue Lazenby and Warren Marks, 156–159
England, by Jeremy Hannay, 153–156
ethos in principals, 147–148
Ontario, Canada by Dean Fink, 148–153
Principalship, 54, 56–57, 61–62
Production model, 157–158
Professional identity formation, 30–31
Professional learning community (PLC), 125, 131
Professor
, 194
Program Policy Memorandum (PPM), 14–15
Qualitative analysis, 84–86
Quantitative analysis, 86–87
Race, 41–43
Race Disparity Audit, 42
Reflexivity statement, 26–27
Relational approach, 55
Relational inquiry into the provision of education analysis (RIPE analysis), 55
Relationships, 195
Research profile, 194
Researcher as instrument and positionality statement, 106
Results, 37
Riots Report, 42
Rules of Racial Standing, 44–45
Sample description, 7
Sampling procedures, 7
School
choice, 107–108
community, 4–5
context, 129–130
food insecurity’s influence on school engagement, 76
funding, 60
impact of school food supplementation programs, 77
School as Learning Community (SLC), 125
School choice policy, 103
School improvement
accountability, 102–103
accountability, 108
analytical strategy, 106–107
choice, 103
consequences of neoliberal policies on everyday economic factors, 108–109
credibility and trustworthiness, 107
data collection, 105–106
efforts, 111–112
findings, 107–108
implications for practice and policy, 114–115
methodology, 103–105
neoliberal policies, 101–103
neoliberal policies consequences on everyday social and educational factors, 110–111
neoliberal policy consequences on school’s improvement efforts, 111–112
participants, 105
purpose of study, 100
researcher as instrument and positionality statement, 106
school choice, 107–108
site and student characteristics, 104
theoretical foundations, 100–101
School improvement grant (SIG), 101
School leaders, 154–155
School principals, 72
emotional labor impact on, 5–6
School reform, 122, 125
Schooling in Thailand, COVID-19 impact on, 123
Self-study, 128–129
Service-minded professions, 4–5
Shock Doctrine
, 152–153
Simplicity, 176
Small schools, 58
as lesser, 61–62
in New South Wales, 58–61
Snowballing effects, 60–61
Social accountability, 31
Social institution, 53–54
Social networks, 148
Socioeconomic inequalities, 126–127
Spatio-temporal conditions, 54–56, 67
Speculation, 62–65
Spelling, punctuation, and grammar (SPAG), 154
Standardized testing, 156–157
State Suburb Codes (SSC), 60
Statistical analysis, 84
Strategy, 37
Student collaboration, 125–126
Study design, 128–129
Sustainable Development Goal, 54
Swann Report, 43
Teacher workloads, 124–125
Thai Principal
arrival as principal at school B, 130–131
childcare schemes, 136–137
collateral damage in education, 124
conceptual framework, 124–126
context of South-East Asia, 135–136
coping strategies by BWS, 134–135
COVID-19 impact on schooling in Thailand, 123
impact of COVID-19, 122–123
educational inequalities, 128
findings, 130–133
historically persistent socioeconomic inequalities, 126–127
increasingly precarious labor forces, 127–128
issues, 131–132
methodology, 128–130
pandemic, 131
purpose of study, 123
school context, 129–130
self-reflection, 137
strategies formation, 133
student collaboration, 125–126
teacher workloads, 124–125
Thai context, 126–128
Thakshin administration of Thailand, 127
Threat of closure, 56–58
Traditional professional model, 157
“Trans-form-ative” learning, 170
Transformational learning, 169
Trustworthiness, 107
Twitter, 148
Two-eyed seeing model, 23–24
Under-represented in medicine (URM), 25
University
changing face of university middle leadership, 189–195
leadership, 185–186
Vice-principal professional, 164
Vulnerable communities, 53–54
Weight status influence on academic success, 74–78
food insecurity’s psychological outcomes influence on academic success, 75
Windrush Lessons Learned Review, 42
Work intensification, 10, 14–15
conditions contributing to principals’ emotional labor, 8–14
culture of contemporary principalship, 16
data analysis, 8
emotional aspects of contemporary principalship, 14
emotional labor, 4–6
identified conditions leading to principals experiencing emotional labor, 6
interviews, 8
methodology, 7–8
sample description, 7
sampling procedures, 7
work intensification, 14–15
Workplace conflicts, 11–12
Young Review, 42
Obfuscation
, 177
Objective Knowledge Growth Framework (OKGF)
, 78–80, 88
“Objective reality”
, 176
One-way ANOVA
, 86
Ontarian Public School System
, 164–165
Ontario, Canada, principals in
, 148–153
Ontario Leadership Framework
, 168
Ontario Principals’ Council (OPC)
, 151
Ontario Regulation 234/10 (O. Reg. 234/10)
, 164
Ontario Student Assistance Program
, 28
Opportunity gap
, 99–100
Organizational leaderships
, 35–36
Organizing activity
, 55–56, 67
Outdoor education program
, 150–151
Pandemic
, 131, 147–148
Paradigm shift
, 26
Parker Review
, 42
Participants
, 105
Pedagogical reforms
, 122
Personal Leadership Resources
, 168, 171
Physiological arousal
, 75–76
“Policy overload”
, 44
Positive outcomes
, 77
Postcolonial leadership
, 22
two-eyed seeing model
, 23–24
Principal and Vice-Principal Performance Appraisal (PPA)
, 164–165
Principals
, 4–5, 164
conditions contributing to principals’ emotional labor
, 8–14
emotional labor impact on school principals
, 5–6
Principals in Middle
Australia by Sue Lazenby and Warren Marks
, 156–159
England, by Jeremy Hannay
, 153–156
ethos in principals
, 147–148
Ontario, Canada by Dean Fink
, 148–153
Principalship
, 54, 56–57, 61–62
Production model
, 157–158
Professional identity formation
, 30–31
Professional learning community (PLC)
, 125, 131
Professor
, 194
Program Policy Memorandum (PPM)
, 14–15
Qualitative analysis, 84–86
Quantitative analysis, 86–87
Race, 41–43
Race Disparity Audit, 42
Reflexivity statement, 26–27
Relational approach, 55
Relational inquiry into the provision of education analysis (RIPE analysis), 55
Relationships, 195
Research profile, 194
Researcher as instrument and positionality statement, 106
Results, 37
Riots Report, 42
Rules of Racial Standing, 44–45
Sample description, 7
Sampling procedures, 7
School
choice, 107–108
community, 4–5
context, 129–130
food insecurity’s influence on school engagement, 76
funding, 60
impact of school food supplementation programs, 77
School as Learning Community (SLC), 125
School choice policy, 103
School improvement
accountability, 102–103
accountability, 108
analytical strategy, 106–107
choice, 103
consequences of neoliberal policies on everyday economic factors, 108–109
credibility and trustworthiness, 107
data collection, 105–106
efforts, 111–112
findings, 107–108
implications for practice and policy, 114–115
methodology, 103–105
neoliberal policies, 101–103
neoliberal policies consequences on everyday social and educational factors, 110–111
neoliberal policy consequences on school’s improvement efforts, 111–112
participants, 105
purpose of study, 100
researcher as instrument and positionality statement, 106
school choice, 107–108
site and student characteristics, 104
theoretical foundations, 100–101
School improvement grant (SIG), 101
School leaders, 154–155
School principals, 72
emotional labor impact on, 5–6
School reform, 122, 125
Schooling in Thailand, COVID-19 impact on, 123
Self-study, 128–129
Service-minded professions, 4–5
Shock Doctrine
, 152–153
Simplicity, 176
Small schools, 58
as lesser, 61–62
in New South Wales, 58–61
Snowballing effects, 60–61
Social accountability, 31
Social institution, 53–54
Social networks, 148
Socioeconomic inequalities, 126–127
Spatio-temporal conditions, 54–56, 67
Speculation, 62–65
Spelling, punctuation, and grammar (SPAG), 154
Standardized testing, 156–157
State Suburb Codes (SSC), 60
Statistical analysis, 84
Strategy, 37
Student collaboration, 125–126
Study design, 128–129
Sustainable Development Goal, 54
Swann Report, 43
Teacher workloads, 124–125
Thai Principal
arrival as principal at school B, 130–131
childcare schemes, 136–137
collateral damage in education, 124
conceptual framework, 124–126
context of South-East Asia, 135–136
coping strategies by BWS, 134–135
COVID-19 impact on schooling in Thailand, 123
impact of COVID-19, 122–123
educational inequalities, 128
findings, 130–133
historically persistent socioeconomic inequalities, 126–127
increasingly precarious labor forces, 127–128
issues, 131–132
methodology, 128–130
pandemic, 131
purpose of study, 123
school context, 129–130
self-reflection, 137
strategies formation, 133
student collaboration, 125–126
teacher workloads, 124–125
Thai context, 126–128
Thakshin administration of Thailand, 127
Threat of closure, 56–58
Traditional professional model, 157
“Trans-form-ative” learning, 170
Transformational learning, 169
Trustworthiness, 107
Twitter, 148
Two-eyed seeing model, 23–24
Under-represented in medicine (URM), 25
University
changing face of university middle leadership, 189–195
leadership, 185–186
Vice-principal professional, 164
Vulnerable communities, 53–54
Weight status influence on academic success, 74–78
food insecurity’s psychological outcomes influence on academic success, 75
Windrush Lessons Learned Review, 42
Work intensification, 10, 14–15
conditions contributing to principals’ emotional labor, 8–14
culture of contemporary principalship, 16
data analysis, 8
emotional aspects of contemporary principalship, 14
emotional labor, 4–6
identified conditions leading to principals experiencing emotional labor, 6
interviews, 8
methodology, 7–8
sample description, 7
sampling procedures, 7
work intensification, 14–15
Workplace conflicts, 11–12
Young Review, 42
Qualitative analysis
, 84–86
Quantitative analysis
, 86–87
Race
, 41–43
Race Disparity Audit
, 42
Reflexivity statement
, 26–27
Relational approach
, 55
Relational inquiry into the provision of education analysis (RIPE analysis)
, 55
Relationships
, 195
Research profile
, 194
Researcher as instrument and positionality statement
, 106
Results
, 37
Riots Report
, 42
Rules of Racial Standing
, 44–45
Sample description, 7
Sampling procedures, 7
School
choice, 107–108
community, 4–5
context, 129–130
food insecurity’s influence on school engagement, 76
funding, 60
impact of school food supplementation programs, 77
School as Learning Community (SLC), 125
School choice policy, 103
School improvement
accountability, 102–103
accountability, 108
analytical strategy, 106–107
choice, 103
consequences of neoliberal policies on everyday economic factors, 108–109
credibility and trustworthiness, 107
data collection, 105–106
efforts, 111–112
findings, 107–108
implications for practice and policy, 114–115
methodology, 103–105
neoliberal policies, 101–103
neoliberal policies consequences on everyday social and educational factors, 110–111
neoliberal policy consequences on school’s improvement efforts, 111–112
participants, 105
purpose of study, 100
researcher as instrument and positionality statement, 106
school choice, 107–108
site and student characteristics, 104
theoretical foundations, 100–101
School improvement grant (SIG), 101
School leaders, 154–155
School principals, 72
emotional labor impact on, 5–6
School reform, 122, 125
Schooling in Thailand, COVID-19 impact on, 123
Self-study, 128–129
Service-minded professions, 4–5
Shock Doctrine
, 152–153
Simplicity, 176
Small schools, 58
as lesser, 61–62
in New South Wales, 58–61
Snowballing effects, 60–61
Social accountability, 31
Social institution, 53–54
Social networks, 148
Socioeconomic inequalities, 126–127
Spatio-temporal conditions, 54–56, 67
Speculation, 62–65
Spelling, punctuation, and grammar (SPAG), 154
Standardized testing, 156–157
State Suburb Codes (SSC), 60
Statistical analysis, 84
Strategy, 37
Student collaboration, 125–126
Study design, 128–129
Sustainable Development Goal, 54
Swann Report, 43
Teacher workloads, 124–125
Thai Principal
arrival as principal at school B, 130–131
childcare schemes, 136–137
collateral damage in education, 124
conceptual framework, 124–126
context of South-East Asia, 135–136
coping strategies by BWS, 134–135
COVID-19 impact on schooling in Thailand, 123
impact of COVID-19, 122–123
educational inequalities, 128
findings, 130–133
historically persistent socioeconomic inequalities, 126–127
increasingly precarious labor forces, 127–128
issues, 131–132
methodology, 128–130
pandemic, 131
purpose of study, 123
school context, 129–130
self-reflection, 137
strategies formation, 133
student collaboration, 125–126
teacher workloads, 124–125
Thai context, 126–128
Thakshin administration of Thailand, 127
Threat of closure, 56–58
Traditional professional model, 157
“Trans-form-ative” learning, 170
Transformational learning, 169
Trustworthiness, 107
Twitter, 148
Two-eyed seeing model, 23–24
Under-represented in medicine (URM), 25
University
changing face of university middle leadership, 189–195
leadership, 185–186
Vice-principal professional, 164
Vulnerable communities, 53–54
Weight status influence on academic success, 74–78
food insecurity’s psychological outcomes influence on academic success, 75
Windrush Lessons Learned Review, 42
Work intensification, 10, 14–15
conditions contributing to principals’ emotional labor, 8–14
culture of contemporary principalship, 16
data analysis, 8
emotional aspects of contemporary principalship, 14
emotional labor, 4–6
identified conditions leading to principals experiencing emotional labor, 6
interviews, 8
methodology, 7–8
sample description, 7
sampling procedures, 7
work intensification, 14–15
Workplace conflicts, 11–12
Young Review, 42
Sample description
, 7
Sampling procedures
, 7
School
choice
, 107–108
community
, 4–5
context
, 129–130
food insecurity’s influence on school engagement
, 76
funding
, 60
impact of school food supplementation programs
, 77
School as Learning Community (SLC)
, 125
School choice policy
, 103
School improvement
accountability
, 102–103
accountability
, 108
analytical strategy
, 106–107
choice
, 103
consequences of neoliberal policies on everyday economic factors
, 108–109
credibility and trustworthiness
, 107
data collection
, 105–106
efforts
, 111–112
findings
, 107–108
implications for practice and policy
, 114–115
methodology
, 103–105
neoliberal policies
, 101–103
neoliberal policies consequences on everyday social and educational factors
, 110–111
neoliberal policy consequences on school’s improvement efforts
, 111–112
participants
, 105
purpose of study
, 100
researcher as instrument and positionality statement
, 106
school choice
, 107–108
site and student characteristics
, 104
theoretical foundations
, 100–101
School improvement grant (SIG)
, 101
School leaders
, 154–155
School principals
, 72
emotional labor impact on
, 5–6
School reform
, 122, 125
Schooling in Thailand, COVID-19 impact on
, 123
Self-study
, 128–129
Service-minded professions
, 4–5
Shock Doctrine
, 152–153
Simplicity
, 176
Small schools
, 58
as lesser
, 61–62
in New South Wales
, 58–61
Snowballing effects
, 60–61
Social accountability
, 31
Social institution
, 53–54
Social networks
, 148
Socioeconomic inequalities
, 126–127
Spatio-temporal conditions
, 54–56, 67
Speculation
, 62–65
Spelling, punctuation, and grammar (SPAG)
, 154
Standardized testing
, 156–157
State Suburb Codes (SSC)
, 60
Statistical analysis
, 84
Strategy
, 37
Student collaboration
, 125–126
Study design
, 128–129
Sustainable Development Goal
, 54
Swann Report
, 43
Teacher workloads
, 124–125
Thai Principal
arrival as principal at school B
, 130–131
childcare schemes
, 136–137
collateral damage in education
, 124
conceptual framework
, 124–126
context of South-East Asia
, 135–136
coping strategies by BWS
, 134–135
COVID-19 impact on schooling in Thailand
, 123
impact of COVID-19
, 122–123
educational inequalities
, 128
findings
, 130–133
historically persistent socioeconomic inequalities
, 126–127
increasingly precarious labor forces
, 127–128
issues
, 131–132
methodology
, 128–130
pandemic
, 131
purpose of study
, 123
school context
, 129–130
self-reflection
, 137
strategies formation
, 133
student collaboration
, 125–126
teacher workloads
, 124–125
Thai context
, 126–128
Thakshin administration of Thailand
, 127
Threat of closure
, 56–58
Traditional professional model
, 157
“Trans-form-ative” learning
, 170
Transformational learning
, 169
Trustworthiness
, 107
Twitter
, 148
Two-eyed seeing model
, 23–24
Under-represented in medicine (URM), 25
University
changing face of university middle leadership, 189–195
leadership, 185–186
Vice-principal professional, 164
Vulnerable communities, 53–54
Weight status influence on academic success, 74–78
food insecurity’s psychological outcomes influence on academic success, 75
Windrush Lessons Learned Review, 42
Work intensification, 10, 14–15
conditions contributing to principals’ emotional labor, 8–14
culture of contemporary principalship, 16
data analysis, 8
emotional aspects of contemporary principalship, 14
emotional labor, 4–6
identified conditions leading to principals experiencing emotional labor, 6
interviews, 8
methodology, 7–8
sample description, 7
sampling procedures, 7
work intensification, 14–15
Workplace conflicts, 11–12
Young Review, 42
Under-represented in medicine (URM)
, 25
University
changing face of university middle leadership
, 189–195
leadership
, 185–186
Vice-principal professional
, 164
Vulnerable communities
, 53–54
Weight status influence on academic success, 74–78
food insecurity’s psychological outcomes influence on academic success, 75
Windrush Lessons Learned Review, 42
Work intensification, 10, 14–15
conditions contributing to principals’ emotional labor, 8–14
culture of contemporary principalship, 16
data analysis, 8
emotional aspects of contemporary principalship, 14
emotional labor, 4–6
identified conditions leading to principals experiencing emotional labor, 6
interviews, 8
methodology, 7–8
sample description, 7
sampling procedures, 7
work intensification, 14–15
Workplace conflicts, 11–12
Young Review, 42
Weight status influence on academic success
, 74–78
food insecurity’s psychological outcomes influence on academic success
, 75
Windrush Lessons Learned Review
, 42
Work intensification
, 10, 14–15
conditions contributing to principals’ emotional labor
, 8–14
culture of contemporary principalship
, 16
data analysis
, 8
emotional aspects of contemporary principalship
, 14
emotional labor
, 4–6
identified conditions leading to principals experiencing emotional labor
, 6
interviews
, 8
methodology
, 7–8
sample description
, 7
sampling procedures
, 7
work intensification
, 14–15
Workplace conflicts
, 11–12
Young Review
, 42
- Prelims
- Part I Social Contexts
- Chapter 1 Workplace Conditions That Contribute to Principals' Emotional Labor
- Chapter 2 Equity, Diversity, and Inclusion Considerations for Leadership in Medical Education
- Chapter 3 Race, Ethnicity, and Leadership Pressures in Neoliberal Times
- Part II Leading Under Pressure
- Chapter 4 Leading Under Speculation: Small Schools, Context, and the Principalship
- Chapter 5 EQAO Standardized Examinations: An Inequitable Measure of Academic Success for Food Insecure Students
- Chapter 6 School Improvement Does Not Take Place in a Vacuum
- Chapter 7 School Leadership to Prevent Collateral Damage: A Case Study of a Thai Principal during the COVID-19 Pandemic
- Part III FutureScapes
- Chapter 8 Between a Rock and a Hard Place: Principals in the Middle
- Chapter 9 Applying an Adult Development Lens to Explore School Leadership Patterns in Equity and Social Justice
- Chapter 10 What's Research Got to Do with It? Middle Leadership in the Modern University
- Epilogue: The World Crisis and the Key to Its Resolution
- Index