Alma Harris, Nashwa Ismail and Michelle Jones
The purpose of this article is to outline how far the empirical evidence supports the centrality of leadership in the process of improving underperforming schools.
Abstract
Purpose
The purpose of this article is to outline how far the empirical evidence supports the centrality of leadership in the process of improving underperforming schools.
Design/methodology/approach
This article draws on evidence from a contemporary, selected, review of the literature.
Findings
The findings show that leadership is the critical factor in the improvement of underperforming schools. Seven new themes, derived from the selected evidence, are presented that illuminate how leaders secure improvement in the most challenging of school contexts.
Research limitations/implications
This review is not a systematic review of the evidence and does not claim to be. It provides a commentary based on selected contemporary evidence and therefore is not comprehensive account of all the relevant evidence pertaining to leading the improvement of underperforming schools. The evidence is derived from sources written in English; therefore, it is fully acknowledged that other sources, in other languages might exist but are not included or reflected.
Practical implications
The practical implications are clearly laid out in the form of seven key themes about leading the improvement of underperforming schools that are of direct practical use.
Originality/value
With so many schools in high poverty areas finding themselves in difficulty, this contemporary review provides new insights about the leadership approaches and practices that continue to make a considerable difference to underperforming schools.
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Philip Hallinger, Donnie Adams, Alma Harris and Michelle Suzette Jones
Over the past several decades, instructional leadership has gradually gained increasing currency as a key role of school principals throughout much of the world. This is also the…
Abstract
Purpose
Over the past several decades, instructional leadership has gradually gained increasing currency as a key role of school principals throughout much of the world. This is also the case in Malaysia where educational research, policy and practice have brought the instructional leadership role of the principal front and center. The purpose of this paper is to assess the conceptual models, research methods, and foci of scholars in the study of principal instructional leadership in Malaysia over the past 30 years.
Design/methodology/approach
Systematic methods were used to identify all studies conducted in Malaysia that had used the Principal Instructional Management Rating Scale (PIMRS) (Hallinger, 1982/1990/2015) as the data collection instrument. This search yielded a database of 120 studies completed between 1989 and 2016 written in both English and Bahasa Malay. Common data were extracted from the 120 research reports, coded and entered into a MS Excel spreadsheet for analysis. Quantitative methods were employed to analyze modal trends and synthesize patterns in the data across the studies.
Findings
The search identified 120 PIMRS studies, 90 percent of which had been conducted since 2005. This represented a surprisingly large corpus of studies. Over 75 percent of the Malaysian studies of principal instructional leadership had been conducted as graduate (master and doctoral) theses, relatively few of which had achieved publication in journals. The authors’ analysis found that most studies had used lower order (i.e. bivariate, direct effects) conceptual models and relied heavily on descriptive and simple correlational statistical tests. The lack of consistent results within the database of studies was attributed largely to limitations in research design and quality.
Research limitations/implications
The 120 PIMRS studies conducted in Malaysia comprise a surprisingly large corpus of research on principal instructional leadership. Indeed, the Malaysian corpus is second only to the USA in terms of the number of PIMRS studies of principal instructional leadership. Nonetheless, limitations in the research models and methods employed in these studies suggest a need for stronger methodological training before Malaysian scholars can achieve the goal of contributing useful knowledge to the local and global knowledge base. Specific recommendations are offered for strengthening the quality of research.
Social implications
The recent expansion of higher education in Malaysia – like other developing societies – has yielded progress in the scope of research production. However, numerous challenges remain in transforming the potential for useful knowledge production from graduate research into reality.
Originality/value
This is the first review of research on principal leadership conducted in Malaysia. The review follows efforts by scholars to systematically identify the boundaries of knowledge in educational leadership and management within East Asian societies (e.g. China, Singapore, Vietnam, Taiwan and Hong Kong). Moreover, this is the first review of research that examines the use of the PIMRS in a single society.
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Alma Harris and Michelle Suzette Jones
The purpose of this paper is to outline a Development and Research (D and R) approach to systematic and focused professional collaborative inquiry developed as part of an…
Abstract
Purpose
The purpose of this paper is to outline a Development and Research (D and R) approach to systematic and focused professional collaborative inquiry developed as part of an externally funded project, Disciplined Collaboration and Evaluation of Professional Learning (DCEPL), and highlight a model of professional collaboration that was aimed at generating meaningful teacher engagement within, between, and across schools. The “Disciplined Collaboration” (DC) approach was designed to prepare and equip teachers to work with a model of collaborative inquiry that was highly structured and had built-in assessment measures to help teachers judge the impact and progress of their collaborative work. The literature on professional learning highlights that superficial models of collaboration, unstructured approaches to collective learning, and a lack of adequate evaluation measures are some of the reasons why teachers’ professional collaboration may not have the impact anticipated or expected.
Design/methodology/approach
The DCEPL program was a D and R project that aimed to support teachers in generating their own local approaches to school-based innovation and change. As a D and R project, a framework for collaboration that became known as “DC” model was developed and shared. The project involved eight schools in different states and territories in Australia. In the first two years, the schools engaged intensely with the “DC” model, in ways that aimed to promote innovation and change. Subsequently, in a phase of consolidation, schools have refined and extended their collective work. From the outset, a range of data sources were available to schools to assist them with gauging the progress and impact of their collaborative inquiry. Data sets included a baseline assessment, a maturity model that charted progress against a rubric, documentary analysis, and an online portal. A sequenced data collection and evaluative approach, every six months, routinely captured the process and the progress of the inquiry work in each of the schools. It also illuminated progress across the D and R project.
Findings
The feedback from the project and data analyses suggest that all eight schools in the project engaged with the “DC” model; and in most cases, used a whole school approach to improvement. More generally, the findings point to several conclusions about working within a DC framework: first, that authentic collaborative inquiry, i.e., which makes a positive difference to learners, benefits from a clear operational model and consistent rules of engagement for teachers. Second, that the DC model, offered teachers clear guidelines about the process of active collaboration and its evaluative requirements from the outset. Third, while inevitably, the process of DC varied across schools, the focus upon improving learning and learning outcomes was central.
Originality/value
The DC model presents a new framework or a new approach in supporting teachers’ collaborative inquiry. The DC model emphasizes improvements in student learning as the main outcome of teachers’ collaborative work. In addition, it has feedback and impact measurement within its design thus, allowing teachers to naturally evaluate progress and outcomes.
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Alma Harris, Michelle Jones, Kenny Soon Lee Cheah, Edward Devadason and Donnie Adams
The purpose of this paper is to outline the findings from a small-scale, exploratory, study of principals’ instructional leadership practice in Malaysian primary schools. The…
Abstract
Purpose
The purpose of this paper is to outline the findings from a small-scale, exploratory, study of principals’ instructional leadership practice in Malaysian primary schools. The dimensions and functions of instructional leadership, explicitly explored in this study, are those outlined in the Hallinger and Murphy’s (1985) model.
Design/methodology/approach
This study is part of a larger international, comparative research project that aims to identify the boundaries of the current knowledge base on instructional leadership practice and to develop a preliminary empirically based understanding of how principals conceive and enact their role as instructional leaders in Hong Kong, China, Vietnam, Malaysia, Singapore, Taiwan, and Thailand. Using a qualitative research design, semi-structured interviews were conducted with 30 primary school principals in Malaysia. The sample comprised principals from 14 Government National schools (SK), nine principals from Chinese schools (SJKC) and seven principals from Tamil schools (SJKT). The qualitative data were initially analysed inductively, and subsequently coded using ATLAS.ti to generate the findings and conclusions.
Findings
The findings showed that the Malaysian principals, who were interviewed, understood and could describe their responsibilities relating to improving instructional practice. In particular, they talked about the supervision of teachers and outlined various ways in which they actively monitored the quality of teaching and learning in their schools. These data revealed that some of the duties and activities associated with being a principal in Malaysia are particularly congruent with instructional leadership practices. In particular, the supervision of teaching and learning along with leading professional learning were strongly represented in the data.
Research limitations/implications
This is a small-scale, exploratory study involving 30 principals.
Practical implications
There is a clear policy aspiration, outlined in the Malaysian Education Blueprint, that principals should be instructional leaders. The evidence shows that principals are enacting some of the functions associated with being an instructional leader but not others.
Originality/value
The findings from this study provide some new insights into the principals’ instructional leadership practices in Malaysia. They also provide a basis for further, in-depth exploration that can enhance the knowledge base about principals’ instructional leadership practices in Malaysia.
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Alma Harris, Michelle Jones, Cecilia Azorín, Alex Southern, Jeremy Griffiths and Ingileif Ástvaldsdóttir
This article draws upon evidence from a contemporary study of all-through schools (ATS) in three countries. ATS combine at least two stages of a child's education in a single…
Abstract
Purpose
This article draws upon evidence from a contemporary study of all-through schools (ATS) in three countries. ATS combine at least two stages of a child's education in a single establishment. Many admit children aged 3–19. Most children join the school at nursery or kindergarten level and continue there for their entire education before moving on to further or higher education. ATS are also called all-age, in some contexts, because they bring children of all ages together into the same school environment. Models of ATS vary internationally; hence, there is not one definition of an ATS. This article takes a comparative look at ATS in Iceland, Spain and Wales. The purpose of this article is to explore innovative pedagogies in ATS and to explore how far deeper learning occurs because of the integrated and inclusive model of schooling. The study focused on pedagogical practices in ATS and examined how far these innovative practices are considered by teachers to foster deeper learning outcomes.
Design/methodology/approach
The article draws upon a three-year comparative research project that explored pedagogy, leadership and well-being in ATS. The article investigates pedagogy with a cross-cutting focus on enquiry and deeper learning from the perspective of leaders and teachers. Using focus groups and lesson observations, a qualitative case-study approach was utilised to gather evidence about the teaching and learning processes adopted in ATS. Semi-structured interviews were also conducted with school leaders. The analytical approach adopted was one of constant comparison with the prime aim of eliciting common themes across the data sets. In relation to the pedagogy theme and an exploration of pedagogical innovation, research questions included (1) How far do ATS foster innovative pedagogies?, (2) What are the leadership conditions that support innovative pedagogies? and (3) To what extent do innovative pedagogies promote deeper learning?
Findings
Within and across the three education systems under investigation, the study found that all-through schooling engages students in a positive learning environment and provides innovative pedagogical processes associated with deeper learning. The article provides evidence about how deeper learning functions in ATS from different parts of the world and reflects on the way deeper learning is promoted by leaders and teachers, resulting in deeper learning for students. The evidence from this study reinforces that opportunities for pedagogical innovation and deeper learning within ATS occur because of flatter structures, more fluidity between different phases of learning and greater cross-over of teacher expertise. The study also highlights how leadership is a critical factor in creating the conditions for collective professional practices that foster pedagogical innovations to secure deeper learning. Findings suggest that leading for deeper learning is fundamentally concerned with creating the conditions for innovative learning environments that are equitable, inclusive, diverse and cross age ranges.
Originality/value
Contemporary empirical studies of the deeper learning environments within ATS remain relatively rare; hence, this study provides new comparative and contemporary evidence that illuminates the nature of the pedagogical innovation and the leadership practices that support pedagogical innovation in these schools. It also highlights how professional collaboration and cross-phase working are at the heart of innovative pedagogies that support deeper learning. The study outlined in this article provides critical, new insights about pedagogical innovation and deeper learning within ATS settings.
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The purpose of this paper is to identify the factors informing spousal global mobility decisions within the context of sporting expatriation. Findings contribute to the…
Abstract
Purpose
The purpose of this paper is to identify the factors informing spousal global mobility decisions within the context of sporting expatriation. Findings contribute to the non-corporate global mobility literature as well as providing an empirical enhancement to the family relatedness of work decisions framework.
Design/methodology/approach
In this qualitative study, in-depth interviews gave voice to 21 spouses of professional sailors who have experienced both trailing their spouse and staying behind.
Findings
Access to empathetic social support, the potential impact on children, and the spouse’s career were all found to influence the spouse’s dynamic global mobility decision making.
Research limitations/implications
The study is limited by the cross-sectional nature of the research. Future longitudinal research into the impact of spousal preferences would identify the on-going effect of their decision(s) to relocate or to stay behind.
Practical implications
Providing organisations with an understanding of the familial issues their global talent may factor into their work mobility decisions will allow them to implement appropriate family-focussed support, irrespective of the choice to engage, or not engage, in global mobility.
Originality/value
By grounding the study in the under-researched sporting arena, the author contributes to the emerging non-corporate expatriate conversation. Furthermore, the family relatedness of work-related decisions framework was found to provide a useful conceptual foundation for understanding decision making in an international context.
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Zuliana Mohd Zabidi, Zuraidah Abdullah and Bambang Sumintono
The purpose of this study is to explore mathematics teachers' collaboration within their professional learning communities (PLCs), and to gain insight into how the teachers…
Abstract
Purpose
The purpose of this study is to explore mathematics teachers' collaboration within their professional learning communities (PLCs), and to gain insight into how the teachers developed their collective efficacy through it to focus on improving student learning.
Design/methodology/approach
Using a qualitative approach, data were collected from three high-performing secondary schools, mainly through semi-structured in-depth interviews with the Heads of Mathematics Unit. For explication and triangulation purposes, focus group interviews with the mathematics teachers and students and document analysis were also conducted.
Findings
The findings indicate that PLCs were the vessel through which a culture of disciplined teacher collaboration was fostered. More importantly, this culture encouraged teachers to participate in reflective dialogues that became a driver for their learning, and eventually led to their changed professional practice for improved student learning. The collaborative setting within the PLCs allowed teachers to pool their resources, knowledge and individual expertise to identify their student learning focus, and administer and measure their student intervention strategies. This collaborative professional learning reduced professional isolation, and as a result, improved teachers' collective pursuit of professional growth to impact student outcomes.
Research limitations/implications
The aim of this qualitative study was to provide a detailed description of the teachers' collaboration within their PLCs based on the researchers' interpretation of how the participants make sense of their PLC practices and experiences. Hence, findings are indicative, and not definitive. In addition, the Heads of the Mathematics Unit, and the mathematics teacher participants in this study illustrated salient aspects of subject subcultures, where their beliefs, norms and practices were non-generic, or specific only to their subject context. Therefore, the implications to practice were built from commonalities shared only among the mathematics units.
Originality/value
This is a study in a Malaysian context that provides empirical evidences that are concerned primarily with the process of teachers developing their collective efficacy through disciplined collaboration within their PLCs.
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Michelle Jones and Alma Harris
The purpose of this paper is to focus on the way in which principals in different countries are securing successful organisational change through systematically building social…
Abstract
Purpose
The purpose of this paper is to focus on the way in which principals in different countries are securing successful organisational change through systematically building social capital. It argues that how a school works as a cohesive unit and how people collaborates will ultimately define organisational performance.
Design/methodology/approach
The paper draws upon the international literature to explore how principals are building the social capital for organisational improvement but is not a review of the literature. It adopts a cross-cultural perspective and explores collective capacity building for organisational improvement.
Findings
This paper concludes that “disciplined” professional collaboration is an important way in which principals can create and sustain the social capital for organisational change.
Originality/value
The paper is a conceptual piece that proposes that creating social capital, rather than individual or professional capital, is now an essential task for principals seeking successful organisational change and improved outcomes. It explores the idea of “disciplined collaboration” as a methodology for building social capital in a rigorous, effective and sustainable way.
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Reece Allen, Erin Parrish, Nancy L. Cassill, William Oxenham and Michelle R. Jones
Companies are pursuing niche markets to combat competitive pressures from low-cost producers of textiles and apparel. These small, customer-need centered markets provide economic…
Abstract
Companies are pursuing niche markets to combat competitive pressures from low-cost producers of textiles and apparel. These small, customer-need centered markets provide economic competitiveness opportunities through increased market share and profitability (Parrish, 2003).
To further understand niche marketing strategies and expand the Parrish Niche Strategy Model (2003), competitive analyses are conducted using secondary data. The analyses covered companies in each sector (fiber/yarn, textile, apparel, and retail) of the supply chain.
The purpose of the analyses is to understand competitive positions and strategies of companies competing with niche products in the bottomweight market. This market is chosen because it represents a significant consumption market in the United States where domestic textile manufacturers still have a presence. The results indicate that growth rates are higher for downstream companies, although a larger number of upstream companies are privately held. Companies in all sectors of the supply chain are found to be utilizing supply chain and brand management strategies.
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Matt Berdine, Erin Parrish, Nancy L. Cassill, William Oxenham and Michelle R. Jones
Due to the highly competitive nature of an increasingly global market, textile and apparel firms are being challenged to leverage and enhance their core competencies in order to…
Abstract
Due to the highly competitive nature of an increasingly global market, textile and apparel firms are being challenged to leverage and enhance their core competencies in order to maintain and potentially increase market share. A strategy being explored is increasing supply chain efficiencies with the goal of reducing costs and improving customer service levels. This research seeks to explore such supply chain strategies which are currently being used into addition to the product costing and outsourcing decision analysis. Executives within the fiber and yarn, textile, apparel and retail industries are quantitatively and qualitatively interviewed in order to examine these issues.
Results show that firms are using a blended sourcing strategy in order to minimize risk and leverage manufacturing capabilities. Quality, cost and reliability of delivery are all indicated as important in terms of sourcing criteria. The results provide insight into the decision process and a framework for increasing efficiency resulting in increased international competitiveness.