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.
Details
Keywords
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.
Details
Keywords
Jorunn Møller, Astrid Eggen, Otto L. Fuglestad, Gjert Langfeldt, Anne‐Marie Presthus, Siw Skrøvset, Else Stjernstrøm and Gunn Vedøy
This paper aims to identify what counts as successful school leadership within a Norwegian context.
Abstract
Purpose
This paper aims to identify what counts as successful school leadership within a Norwegian context.
Design/methodology/approach
The paper uses multi‐site case study methods as a methodological approach. In selecting cases the first strategy included schools appointed as “good practice schools” by the Ministry of Education and Research. The second strategy was to obtain a desired variation based on different factors like school size and structure, rural/urban representation and principals' gender.
Findings
Leadership in the case schools are almost entirely practiced through collaboration and team efforts, and a learning‐centered approach is the focal point for the schools' philosophy as well as for its practice. Respect of the individual student and colleague in the building of professional communities of practice seems to be a guiding norm of conduct. In addition, school leaders that are successful in fulfilling a moral enterprise based on democratic principles and values, manage to deal with the types of dilemmas that are at the core of working with people in a school.
Originality/value
The study shows how successful leadership is an interactive process involving many people and players.
Details
Keywords
To synthesize the results of the seven country reports covered in the special issue of JEA on successful school principalship.
Abstract
Purpose
To synthesize the results of the seven country reports covered in the special issue of JEA on successful school principalship.
Design/methodology/approach
Presents the main themes of the articles with their main implications and benefits. Examines the different models.
Findings
The country reports provide encouraging signs of progress in addressing this limitation. Such progress seems primarily due to the development of multiple cases, over time, within each country. This allows for ongoing refinement of ideas and data collection techniques, eventually resulting in the cross‐case reports appearing in this issue. These reports provide some indication, as well, that researchers are beginning to learn from their colleagues in other countries.
Originality/value
Summarizes multiple case studies of successful principal leadership in seven countries.
Details
Keywords
Aims to study successful school principals in China and to provide details of some unique features of the Chinese educational system that both support and constrain principals and…
Abstract
Purpose
Aims to study successful school principals in China and to provide details of some unique features of the Chinese educational system that both support and constrain principals and their management of schools.
Design/methodology/approach
Examines the philosophy and practice of new principals of two schools, both in Shanghai, but at opposite ends of the quality spectrum. Eastern Senior High School, a municipal key school, is one of the best schools in Shanghai. Northern Junior High School was a failing school in the 1980s.
Findings
The two principals studied were successful in creating the setting for drastic improvement in their schools. Eastern Senior High School was at its low tide when the new principal arrived. Through some innovative ideas in sports and music, he succeeded in revitalizing the school and moved it from the bottom five to one of the top ten of the 26 municipal key schools in Shanghai. Northern Junior High School was a failing school in the 1980s. There, the new principal came in 1994 and in subsequent years completely changed the school.
Originality/value
Illustrates that the concept of successful school developed by one principal and his team was simple: create continuous success experiences for students.
Details
Keywords
This paper aims to report multiperspective research on ten successful, experienced headteachers working in a range of urban and suburban schools of different sizes (with different…
Abstract
Purpose
This paper aims to report multiperspective research on ten successful, experienced headteachers working in a range of urban and suburban schools of different sizes (with different school populations and free school meals indices of between 20 and 62 per cent).
Design/methodology/approach
A discussion combining narrative and analysis.
Findings
The research revealed that the headteachers sustained their success by the application of a combination of essential leadership values, qualities and skills and that these enabled them to manage a number of tensions and dilemmas associated with the management of change.
Originality/value
Illustrates that successful headteachers are those who place as much emphasis on people and processes as they do upon product: all had raised the levels of measurable pupil attainments in their schools and all were highly regarded by their peers. A key characteristic among the heads was that all revealed a passion for education, for pupils and for the communities in which they worked that this was recognised and appreciated by them, that they had translated their passion into practice, and that pupils' achievements had increased over a sustained period of time.
Details
Keywords
David Gurr, Lawrie Drysdale and Bill Mulford
This paper aims to provide an Australian perspective on successful school leadership.
Abstract
Purpose
This paper aims to provide an Australian perspective on successful school leadership.
Design/methodology/approach
The paper focuses on case studies in two Australian states (Tasmania and Victoria). Case studies for each state were developed independently and are reported separately.
Findings
The findings show a remarkable degree of commonality demonstrating that the core aspects of successful school leadership can be identified in ways that can help explain the complexity of principal leadership that leads to improved student outcomes.
Originality/value
Highlights the importance and contribution of the principal to the quality of education.
Details
Keywords
Jonas Höög, Olof Johansson and Anders Olofsson
This paper seeks to describe the Swedish compulsory school system and explore a hypothesis about the relationship between structure, culture and leadership as preconditions for…
Abstract
Purpose
This paper seeks to describe the Swedish compulsory school system and explore a hypothesis about the relationship between structure, culture and leadership as preconditions for successful principalship.
Design/methodology/approach
On the basis of earlier research, argues that a principal's success depends on how he or she alters school structures and cultures so as to foster school improvement. A successful school is defined in Swedish law and policy documents as a school that shows high performance both in academic and social goals. Based on this definition, three schools were chosen for this study. All three had increased their academic results in the last four years.
Findings
Findings from the study support the hypothesis that principals contribute to the improvement of academic and social goals of their schools by the strategic work they do to change school structure and culture. Furthermore, the principals changed their schools' structures and cultures in directions that were consistent with the opinions and cultures of the school district. Being able to read and work with the culture and structure of the school district was vital for principal success.
Originality/value
Provides information on the important relationship between structure, culture and leadership as preconditions for successful principalship.
Details
Keywords
Lejf Moos, John Krejsler, Klaus Kasper Kofod and Bent Brandt Jensen
Aims at conceptualizing and investigating the meaning of good school principalship within the space for manoeuvring that is available within the context of Danish comprehensive…
Abstract
Purpose
Aims at conceptualizing and investigating the meaning of good school principalship within the space for manoeuvring that is available within the context of Danish comprehensive schools. The paper aims to present findings from case studies of two Danish schools within the frame of reference.
Design/methodology/approach
Outlines the educational context for the Danish schools and gives a short account of the point of departure for the analysis. The perspective in this study is that leadership is about communication, decision making and community building at several levels in schools. In the beginning of the project a series of interviews with stakeholders in those schools was conducted. That formed the basis for the accounts of the first two schools. Later on a number of key stakeholders in the schools were observed and interviewed and that is the basis for the account of the third Danish school.
Findings
The findings show that whilst there is a high degree of consensus amongst the schools and the stakeholders, there are also different points of view. Also shows a pattern of successful leadership communication and community building.
Originality/value
An investigation of the importance and contribution of the principal to the quality of education in Denmark.