Rose M. Ylimaki, Stephen Jacobson, Lauri Johnson, Hans W. Klar, Juan Nino, Margaret Terry Orr and Samantha Scribner
In this paper, the authors recap the history and evolution of ISSPP research in the USA with research teams that grew from one location in 2002 to seven teams at present. The…
Abstract
Purpose
In this paper, the authors recap the history and evolution of ISSPP research in the USA with research teams that grew from one location in 2002 to seven teams at present. The authors also examine the unique context of public education in America by describing its governance, key policies and funding as well as increasing student diversity due to changing internal student demographics and global population migrations. In particular, the authors describe how decentralization in American public education that has led to long-standing systemic inequities in school resource allocations and subsequently to marked gaps in performance outcomes for children from poor communities, especially for those of color. These existing inequities were the reason the USA research team was the only national ISSPP team from the original network of eight countries that choose to study exclusively leadership in challenging, high needs schools that performed beyond expectations.
Design/methodology/approach
The authors describe the common multi-case case study methodology (Merriam, 1988) and interview protocols employed in order to gather multiple perspectives on school success in high-needs communities and the principal's contribution to that success. Leithwood and Riehl's (2005) framework of core leadership practices for successful school leadership was used to analyze our data across all cases.
Findings
The authors present key findings from cases across the USA and synthesize common trends across these findings.
Research limitations/implications
The authors conclude the paper with a discussion of their overarching impressions from almost two decades of study, the importance of national and local context in examining school leadership and, lastly, suggestions for future research.
Originality/value
This article contributes to findings from the longest and largest international network on successful leadership.
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Lauri Johnson and Rosemary Campbell‐Stephens
The aim of this paper is to discuss the views of black and ethnic minority school leaders about the Investing in Diversity program, a black‐led program developed in 2004 to…
Abstract
Purpose
The aim of this paper is to discuss the views of black and ethnic minority school leaders about the Investing in Diversity program, a black‐led program developed in 2004 to address the underrepresentation of black leaders in the London schools. Major themes are identified from interviews with black and South Asian women graduates of the program and recommendations made for leadership development strategies to help aspiring and current black and global majority headteachers “bring who they are” to their leadership.
Design/methodology/approach
Qualitative case study data about the Investing in Diversity program include document analysis of curriculum modules and participant observation of the weekend residential, survey satisfaction data from several cohorts, and face‐to‐face interviews with a purposive sample of seven headteachers from African Caribbean, African, and South Asian backgrounds who completed the Investing in Diversity program six‐seven years ago. These semi‐structured individual interviews were conducted in the spring of 2012 during an all‐day visit to their schools and focused on barriers and supports in their career path, approach to leadership, and their views on their leadership preparation.
Findings
Participants identified black and ethnic minority headteachers as role models, the importance of mentoring and informal networks, and opportunities to lead as supports to their career path to headship. Many of their long‐term informal networks were established with other BME colleagues who attended Investing in Diversity. Barriers included subtle (and not so subtle) discrimination from parents, teachers, and administrators for some of the participants.
Research limitations/implications
Observational studies and interview studies, which included a bigger sample of black and ethnic minority headteachers, would extend this research.
Practical implications
This study provides suggestions for schools and local authorities about leadership preparation strategies that make a difference for aspiring BME leaders.
Originality/value
There is a paucity of research on the views of British BME headteachers. This study adds to the research base on BME leadership development in Britain and contributes to international research on self‐defined black leadership perspectives.
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Rose Ylimaki and Stephen Jacobson
The aim of this paper is to utilize successful leadership practices drawn from seven nations to improve leadership preparation.
Abstract
Purpose
The aim of this paper is to utilize successful leadership practices drawn from seven nations to improve leadership preparation.
Design/methodology/approach
This study used a case study approach to gain a contextualized understanding of successful leadership across seven nations. Data sources primarily featured interviews with principals, teachers, staff members, parents, and students. Cases were analyzed within and then across nations with regards to organizational learning (OL), instructional leadership (IL), and culturally responsive practices (CRP).
Findings
The cross‐national analysis of successful leaders indicated emerging policy trends, demographic changes, similarities and differences among leaders, and recommendations for leadership preparation.
Originality/value
This paper draws from successful practices in OL, IL and CRP in seven nations to make recommendations for improving leadership preparation.
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Parinya Showanasai, Jiafang Lu and Philip Hallinger
The extant literature on school leadership development is dominated by conceptual analysis, descriptive studies of current practice, critiques of current practice, and…
Abstract
Purpose
The extant literature on school leadership development is dominated by conceptual analysis, descriptive studies of current practice, critiques of current practice, and prescriptions for better ways to approach practice. Relatively few studies have examined impact of leadership development using experimental methods, among which even fewer studies have employed a cross‐cultural comparative perspective. The aim of this paper is to discuss the feasibility of using a computer simulation as tools for research in leadership development.
Design/methodology/approach
This is a methodology development paper. It discusses the feasibility of using a computer simulation as tools for research in leadership development. Exemplary research questions, research designs, and data analyses are used to illustrate the potential of this approach for addressing under‐explored issues in management education.
Findings
Three categories of cross‐cultural comparative research questions are proposed: comparative study of leadership expertise, comparative study of instructional approaches, and comparative study of leadership development processes. This study demonstrates the research potential of using the computer simulations to address complex issues in leadership development across cultures.
Originality/value
Although computer simulations have been used as training tools for several decades, few scholars have explored their potential for use in the collection of complex data in an efficient fashion. The current study not only demonstrates how a specific simulation has been adapted to collect data on leadership development in education, but also models the means by which computer simulations could be employed in a similar fashion in other domains of education and training.
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Stephen L. Jacobson, Lauri Johnson, Rose Ylimaki and Corrie Giles
This study aims to examine seven challenging schools in the US and the practices their principals employed in leading these schools to a measure of success in terms of student…
Abstract
Purpose
This study aims to examine seven challenging schools in the US and the practices their principals employed in leading these schools to a measure of success in terms of student performance.
Design/methodology/approach
Uses a case study methodology, a two‐stage framework is used to analyze the data. First, uses Leithwood and Riehl's three core leadership practices to determine whether these leaders were demonstrating the necessary practices for success, then develops and describes three principles that enabled these leaders to translate their core practices into school success: accountability, caring and learning.
Findings
The principals formed a diverse group, varying in gender, race, experience and education. But they shared some common characteristics, most notably, all seven demonstrated facility with the core leadership practices of direction setting, developing people and redesigning the organization. They were leaders who managed to set and maintain a sense of purpose and direction for their schools and generally exerted a positive influence on people's willingness to follow their lead, even in the face of challenging conditions.
Originality/value
Provides recommendations for the preparation and practice of school leaders.
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Stephen L. Jacobson, Lauri Johnson, Rose Ylimaki and Corrie Giles
The purpose of this paper is to revisit a successful school to see how the principal had sustained success over time.
Abstract
Purpose
The purpose of this paper is to revisit a successful school to see how the principal had sustained success over time.
Design/methodology/approach
The paper uses a case study research design similar to the 2005 report.
Findings
The old findings revealed a principal who had used direction setting, developing people and redesigning the organization, as well as the enabling principles of accountability, caring and learning to turn around a failing, high poverty urban school. The new findings revealed that, while the same core practices and enabling principles were still in place, a significant change in governance structure had been required to sustain the school's success. Specifically, the school converted from a traditional public school to a charter school in order to protect investments made in teacher professional development. The resulting initiatives, introduced to stem teacher turnover, led to the emergence of greater teacher leadership and professional self‐renewal processes that sustained the school's success.
Originality/value
The paper adds to the literature on sustaining school success and the utility of governance change.
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David Gurr and Lawrie Drysdale
The aim of this paper is to bring together for the first time three studies of middle‐level leaders in secondary schools in Victoria, Australia. The studies span more than a…
Abstract
Purpose
The aim of this paper is to bring together for the first time three studies of middle‐level leaders in secondary schools in Victoria, Australia. The studies span more than a decade and allow consideration of the progress in developing middle‐level leadership roles.
Design/methodology/approach
All studies followed a consistent approach using multiple perspective interviews of middle‐level curriculum and subject leadership in government and Catholic secondary schools in Melbourne, Victoria, Australia. Principals, senior leaders, middle‐level leaders and teachers were interviewed to gain their perceptions on middle‐level leadership. Interviews were supplemented with school document analysis.
Findings
The work of middle‐level leaders is heavily dependent on how their roles are constructed and the capacities, abilities and attitudes of the leaders. Some are expected to be leaders that influence teaching and learning, and they may be developed and supported to do so. Too often, however, teachers in these key roles have few expectations or opportunities to exercise leadership. Whilst many have the capacity to be leaders of teaching and learning, others are not sure about their ability to influence teaching and learning. Suggestions are made for how leadership might be structured in schools to emphasise the importance of middle‐level leaders, and how these leaders can be better prepared and supported.
Research limitations/implications
Observational studies, studies of primary school contexts and cross‐country comparisons would extend this research.
Practical implications
Middle‐level school leaders need to be seen as key personnel in improving teaching and learning, school structures need to reflect this, and developing leadership capacity needs to be prioritised.
Originality/value
This paper highlights continuing issues with how the work of middle‐level school leaders is conceptualised and supported, and makes suggestions for leadership structure and the preparation and development of school leaders.
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The aim of the paper is to argue that principal preparation programs should help candidates: recognize the political role of the school principal; develop political skills…
Abstract
Purpose
The aim of the paper is to argue that principal preparation programs should help candidates: recognize the political role of the school principal; develop political skills (including the ability to strategically appropriate policy); and understand that the political approach of the principal influences teaching, learning, relationships, governance, and reform efforts. In addition, the paper reports findings of the analysis of Ontario's Principal Qualification Program guidelines to determine if they require principal preparation programs to develop aspiring school leaders’ political skills.
Design/methodology/approach
The paper reviews theoretical arguments and empirical studies from the fields of school micropolitics, business, educational leadership, and critical policy studies to establish five political skills principals require. The authors then conducted a content analysis of Ontario's Principal Qualification Program guidelines to determine if they require principal preparation programs to develop aspiring leaders’ political skills.
Findings
Ontario's Principal Qualification Program guidelines do not explicitly direct principal preparation programs to help candidates develop political skills. However, the guidelines recognize that principals pursue political goals and work in political environments, and they offer opportunities for appropriating the guidelines in ways that promote the development of principal candidates’ political skills.
Originality/value
The paper is the first to analyze Ontario's Principal Qualification Program guidelines to determine if they require principal preparation programs to develop aspiring leaders’ political skills. It also identifies policy appropriation as a political skill that should be developed in principal preparation programs and provides a model of how principal preparation policies themselves may be appropriated to support a focus on developing aspiring principals’ political skills.
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The cutting edge contributions in this thoughtful volume underscore what we know and need to know about how to effectively prepare new principals in international contexts. With…
Abstract
The cutting edge contributions in this thoughtful volume underscore what we know and need to know about how to effectively prepare new principals in international contexts. With contributions from Australia, Mexico, First Nations principals in Canada, England, Spain, Kenya, Latin America (Brazil, Chile, and Argentina), and the United States, these intriguing new case studies from the ISPP (International Study of Principal Preparation) utilize a variety of lens – relational and instructional leadership, political acumen, entrepreneurialism, environmental education, and cultural self-awareness among others – to explore how novice principals develop their craft. It should prove essential reading for those who aim to prepare the next generation of 21st century school leaders who are responsive to both local and global contexts. Highly recommended.
Linda Skrla, Kathryn Bell McKenzie and James Joseph Scheurich
The purpose of the paper is to reflect on and respond to the papers contained in this Special Issue of Journal of Educational Administration.
Abstract
Purpose
The purpose of the paper is to reflect on and respond to the papers contained in this Special Issue of Journal of Educational Administration.
Design/methodology/approach
A commentary is provided for each of the nine articles in the Special Issue.
Findings
The papers in the Special Issue constitute a substantial and important contribution toward incorporating international perspectives into an existing research discourse on educational leadership for social justice. One of the immediate challenges that will need to be addressed is how to systematically work against the hegemony of Western thought and colonialism that infiltrates all our discourses, even those that generate scholarship such as that found in this Special Issue.
Originality/value
The paper reflects on the current Special Issue, and provides directions for future research.