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Article
Publication date: 30 January 2025

Nitza Schwabsky and Anit Somech

This study aimed to examine teachers’ perceptions of their principals’ organisational citizenship behaviours (POCB hereafter), for which a POCB measure was developed, and to…

4

Abstract

Purpose

This study aimed to examine teachers’ perceptions of their principals’ organisational citizenship behaviours (POCB hereafter), for which a POCB measure was developed, and to examine its association with the teacher performance outcomes: job satisfaction, organisational commitment, intention to leave the job and strain. The study relies on Bandura’s (1977) social learning theory to demonstrate that the principals’ extra-role behaviour is likely to become a modelling role that affects the teacher outcomes.

Design/methodology/approach

Data were collected from two groups of teachers, comprising 365 and 246 participants, in 4 stages. Initially, a self-reported questionnaire that assessed the teachers’ perceptions of the principal’s OCB was developed based on interviews with 15 principals (stage 1; POCB). This was followed by an exploratory factor analysis (stage 2; N = 365) and a confirmatory factor analysis using structural equation modelling (stage 3; N = 246). Pearson correlations and linear regression analyses were calculated between POCB and the teacher outcomes (stage 4; N = 246).

Findings

The POCB measure demonstrated adequate construct validity and emerged as a reliable correlate of teachers’ outcomes. POCB was positively associated with job satisfaction and organisational commitment and negatively associated with intention to leave the job and strain and emerged as a predictor of these teachers’ outcomes, regardless of their characteristics.

Originality/value

The study provides evidence that teachers perceive POCB as an important behaviour for improving teacher outcomes. The results suggest the significance of principals’ extra-role behaviour in enhancing teachers’ job-related attitudes and have implications for educational principalship practices.

Details

International Journal of Educational Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-354X

Keywords

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Article
Publication date: 3 February 2025

Chia Wei Tang

Drawing on concepts from workplace diversity and cognitive evaluation theories (CETs), this study seeks to deepen our understanding of the link between transformational leadership…

11

Abstract

Purpose

Drawing on concepts from workplace diversity and cognitive evaluation theories (CETs), this study seeks to deepen our understanding of the link between transformational leadership and teachers’ creative teaching in a more and more diverse campus.

Design/methodology/approach

Survey data involving a total of 895 high school teachers across Taiwan were collected using purposive sampling methodology and analysed with SPSS and SmartPLS software.

Findings

The results reveal that the positive relationship between the principal’s transformational leadership and teachers’ creative teaching is partially mediated by teachers’ promotion focus and task interdependence which could reduce the defensive silence and reluctant collaboration found in diverse workplaces. Moreover, principals’ cross-cultural competence also moderates such relationship, since it helps transformational leader to take adaptive measures to address the challenges associated with managing differences in perspective and ideas within a heterogeneous workforce. Based on these findings, implication for educational leadership is discussed.

Originality/value

Studies have affirmed the positive association between transformational leadership and creative teaching. However, the mechanism sustaining this relationship and how this relationship can further be intensified are still unknown, especially in a more and more diverse education context. Our analysis shows that principals’ cross-cultural competence, and teachers’ task independence and promotion focus are relevant factors school leaders should consider in enhancing the link between their transformational leadership and teachers' creative teaching.

Details

International Journal of Educational Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 4 February 2025

Yishan Du, Liguo Xu, Wenchun Luo and Xian Xue

Improving the management efficiency of new principals in low-performing schools has important practical value and theoretical significance. Based on organizational socialization…

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Abstract

Purpose

Improving the management efficiency of new principals in low-performing schools has important practical value and theoretical significance. Based on organizational socialization theory, this study adopts a single case study method to analyze in-depth the organizational socialization process of a new principal after taking over a low-performing school.

Design/methodology/approach

Through three years of longitudinal data analysis in a Chinese school, the study establishes four stages that the new principal experienced after taking office. Then, it analyzes the interaction between the new principal and school members (vice-principals, department heads and teachers) in each stage.

Findings

Three main determinants can be perceived to affect the effectiveness of the new principal: the former principal’s imprint, school members’ internal contagion and school members’ demand contradiction. The study further shows that the new principal needed to pay attention to school members’ attitudes toward himself and the former principal as well as focus on building relationships with management.

Originality/value

This study expanded the analysis from teachers to school members (including vice-principals and department heads) to comprehensively analyze the organizational socialization of a new principal.

Details

International Journal of Educational Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-354X

Keywords

Available. Open Access. Open Access
Article
Publication date: 19 February 2025

Nicolette van Halem, Marie Lockton, David Trautman, Yi-Hwa Liou and Alan J. Daly

A growing body of research suggests that Research–Practice Partnerships (RPPs) are contributing to greater use of research in decision-making around school improvement efforts…

55

Abstract

Purpose

A growing body of research suggests that Research–Practice Partnerships (RPPs) are contributing to greater use of research in decision-making around school improvement efforts. The current study is part of an RPP including 11 K-12 schools in an urban fringe school district in California. This RPP aims to develop a deeper understanding of successful change efforts toward learner-centered education and the role of culture and climate. The current case study examines how, over time, this RPP developed into a data-driven dialogue around high-leverage areas for school improvement.

Design/methodology/approach

This mixed-methods study involves survey data and a series of individual principal interviews coupled with an innovative method, Conditional Mean Independent Correlations and growth functions, to support district decision-making.

Findings

This case study demonstrated that an RPP can both reveal and shape the ways in which principals examine the views and ideas that guide their leadership practices.

Research limitations/implications

Implications about weaving thriving ecosystems for learning and flourishing are discussed.

Originality/value

This study explores how an RPP fosters a learning ecosystem that empowers school leaders in setting strategic priorities and making informed leadership decisions, particularly in the complex environment of school improvement. The RPP approach provided the opportunity to discover and address different perspectives between research findings and principals’ ideas on high-leverage areas for improvement. By focusing on research-informed measures of critical elements such as culture and climate, this study contributes to the broader goal of developing equity-centered school improvement strategies through the work of RPP.

Details

Journal of Professional Capital and Community, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2056-9548

Keywords

Available. Open Access. Open Access
Article
Publication date: 22 January 2025

Tobias Richard

This study investigated how leader characteristics, interpersonal dynamics, and situational context may predict turnover intentions among novice principals and assistant principals

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Abstract

Purpose

This study investigated how leader characteristics, interpersonal dynamics, and situational context may predict turnover intentions among novice principals and assistant principals.

Design/methodology/approach

A quantitative survey was administered to 1,945 novice school leaders in Sweden. Linear regression analysis was conducted to identify factors contributing to turnover intentions and to compare the predictive influences between principals and assistant principals.

Findings

The results indicate that leader characteristics such as gender, emotional stability and self-efficacy, interpersonal dynamics like trust and emotional containment and situational context factors including role demands and managerial support, significantly shape turnover intentions. The overall pattern of factors influencing turnover intentions was similar for both principals and assistant principals, with some differences observed.

Practical implications

The study underscores the limitations of one-dimensional strategies, advocating for a comprehensive approach to enhancing school leader retention. Effective interventions should address individual attributes, foster trust within teams and strengthen organizational support structures.

Originality/value

This research provides fresh insights into the turnover intentions of novice school leaders, emphasizing that a combination of factors across different domains predicts turnover intentions. The findings support the development of multi-faceted, context-sensitive strategies for retaining school leaders.

Details

Journal of Educational Administration, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0957-8234

Keywords

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Article
Publication date: 30 December 2024

Munirah Alajmi and Iqbal AlShammari

This study investigated public school principals’ perceptions of the policies and practices involved in their evaluation. The processes, impacts and challenges of the principals’…

8

Abstract

Purpose

This study investigated public school principals’ perceptions of the policies and practices involved in their evaluation. The processes, impacts and challenges of the principals’ evaluation practices were identified within the Kuwaiti context.

Design/methodology/approach

The data for this qualitative study were drawn from semi-structured interviews with 32 Kuwaiti government high school principals.

Findings

These findings point to inefficient evaluation policies and practices that do not determine the level of effectiveness of school principals. In addition, the results identify limited awareness of the system of principals’ evaluations among school districts.

Research limitations/implications

This study is limited to the perceptions of government school principals in Kuwait, and the results are based on semi-structured interviews with school principals.

Practical implications

This study presents implications for policymakers and school principals to improve principals’ evaluation processes and impacts, especially in educationally centralized systems.

Originality/value

The novelty and significance of the present study reside in the scarcity of research undertaken on the evaluation of school principals despite the importance of their position. Furthermore, there is a tendency to prioritize the assessment of learners and teachers while disregarding the evaluation and methodologies used to evaluate school principals. Hence, the objective of this study is to address this gap, specifically within a centralized educational framework.

Details

Asian Education and Development Studies, vol. 14 no. 1
Type: Research Article
ISSN: 2046-3162

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Article
Publication date: 8 January 2025

Dongqing Yu, Junjun Chen and Masoumeh Kouhsari

This study aims to examine the roles of principal resilience (psychological, social and spiritual) and trust in colleagues in predicting the flourishing of school principals

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Abstract

Purpose

This study aims to examine the roles of principal resilience (psychological, social and spiritual) and trust in colleagues in predicting the flourishing of school principals, considering different career stages.

Design/methodology/approach

Utilising multigroup structural equation modelling and mediation analysis, data were collected from a sample of 1,274 school principals in China. The study investigates the direct impact of resilience on flourishing and the mediating role of trust in colleagues, with a focus on variations across different career stages.

Findings

The findings reveal that all aspects of a principal’s resilience significantly impact their flourishing, with trust serving as a partial mediator. Notably, the influence of spiritual resilience on flourishing is significant only for principals in the later stages of their careers.

Originality/value

This research contributes to the expanding body of literature on educational leadership by highlighting the importance of resilience and trust in fostering principal flourishing. The insights gained offer valuable knowledge for developing support strategies to enhance the flourishing experiences of school principals throughout their careers.

Details

Journal of Educational Administration, vol. 63 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

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Article
Publication date: 14 January 2025

Sevda Kubilay and Mehmet Durnali

Within the professional paradigm of education, school principals have an important role and responsibility in shaping the organizational climate, culture and practices in schools…

10

Abstract

Purpose

Within the professional paradigm of education, school principals have an important role and responsibility in shaping the organizational climate, culture and practices in schools as well as occupying an important place in the school-community discourse. To this end, this research aimed to reveal the mediating role of pro-social motivations in the relationship between school principals’ social responsibility and involvement in social entrepreneurship.

Design/methodology/approach

A descriptive-correlational structural equation model was deployed to test a novel theory bearing upon existing research. To this end, data from 424 Turkish school principals, collected via a survey, were analyzed using descriptive, correlational and predictive algorithms in SPSS and AMOS.

Findings

The findings revealed a strong positive relationship between social responsibility and pro-social motivation and an even stronger link between social responsibility and social entrepreneurship. Additionally, pro-social motivation significantly mediated the relationship between the constructs of interest.

Practical implications

These results hold valuable implications for designing effective schools–community relations and school principal training aligned with 21st century educational professional trends.

Originality/value

An original empirical study that combines all these said concepts and perspectives has not been conducted with school principals before. This research contributes to the tremendous potential of school principals to shape a brighter future by finding proactive solutions to persistent inequalities in society through educational responsibility and entrepreneurial leadership in the Turkish context.

Details

Journal of Professional Capital and Community, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2056-9548

Keywords

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Article
Publication date: 5 September 2016

Linda J. Searby and Denise Armstrong

The purpose of this paper is to introduce readers to the special issue on “middle space” education leaders (those individuals who are second-in-command in schools). The special…

989

Abstract

Purpose

The purpose of this paper is to introduce readers to the special issue on “middle space” education leaders (those individuals who are second-in-command in schools). The special issue contains papers pertaining to mentoring those preparing for and aspiring to the assistant school leader role, as well as papers on programs that support new assistant principals/vice-principals through mentoring and coaching. The authors provide background on middle space leadership and mentoring from existing research literature, introduce the international papers selected for the issue, and identify unifying themes across the papers.

Design/methodology/approach

The authors provide highlights of relevant research literature on the importance of mentoring for school leaders in general, but also specifically address the need for mentoring for middle space leaders from the scant literature that exists on the topic. After reviewing the relevant literature, the authors provide an overview of the seven papers that were chosen for the issue through a rigorous peer-review process.

Findings

The co-editors of this special issue identify common themes that emerged from the papers chosen for the issue. In general, authors note that middle space leaders have unique mentoring and coaching needs, and there are few formal programs that address their needs. However, there is a growing awareness of the need to support assistant principals through structured mentoring programs, as well as preparing and mentoring those who aspire to the position.

Research limitations/implications

The seven papers chosen for the special issue represent a variety of research methodologies. A limitation is that the majority of the studies are qualitative, with small sample populations. However, even with small sample sizes, commonalities can be seen across the studies and across international contexts.

Practical implications

This review summarizes the issues facing middle space leaders in education and how they can be effectively addressed. The global audience that can benefit from engaging with the papers in this special issue includes educational leadership faculty, educational governing bodies, policymakers, school district central office personnel, senior principals, and assistant principals themselves.

Originality/value

This paper and the seven that follow extend the scant research literature in the realm of middle space leaders in education. They provide unique insights – from different international contexts including the USA, Canada, Hong Kong, and New Zealand – into the need for and potential benefits of mentoring and coaching aspiring and new middle space leaders.

Details

International Journal of Mentoring and Coaching in Education, vol. 5 no. 3
Type: Research Article
ISSN: 2046-6854

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Article
Publication date: 1 May 1995

M.T. Hewitson

Reports on a research project which investigated the preparation ofbeginning principals in Queensland primary and secondary governmentschools. Thirty‐six principals completed a…

357

Abstract

Reports on a research project which investigated the preparation of beginning principals in Queensland primary and secondary government schools. Thirty‐six principals completed a questionnaire, a return rate of about 80 per cent. Of these principals, 13 were surveyed early in the second year of their principalship, and 23 in August of their first year. Six of the first‐year principals were interviewed in the following month. Presents an overview of the findings, along with some general observations on their practical implications and recommendations for action.

Details

Journal of Educational Administration, vol. 33 no. 2
Type: Research Article
ISSN: 0957-8234

Keywords

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