A scoping review of problems and challenges faced by school leaders (2003–2019)

Tintoré, Mireia; Cunha, Rosário Serrão; Cabral, Ilídia; Alves, José Matías

doi:10.1177/1741143220942527

Cited by 38 publications

(42 citation statements)

References 121 publications

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“…The results of the current study are in line with the principals' health and wellbeing surveys conducted in Australia, New Zealand, Ireland and Finland (Riley, 2015(Riley, , 2017(Riley, , 2020Trade Union of Education in Finland, 2020), which showed that regardless of the cultural differences and diversity in the school systems, the size of the principals' workloads and the lack of time to focus on teaching and learning were two main causes of their stress in all four countries. This suggests that principals' occupational stress is, to some extent, a universal phenomenon (see also Tintore et al, 2020). In addition to high workloads, principals are struggling with interpersonal conflicts.…”

Section: Discussionmentioning

confidence: 99%

Work-related stress of elementary school principals in Finland: Coping strategies and support

Elomaa¹,

Eskelä-Haapanen²,

Pakarinen³

et al. 2021

Educational Management Administration & Leadership

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The present study aimed to investigate elementary school principals’ self-reported causes of work-related stress, their coping strategies to deal with stress and the support they need for their leadership. Seventy-six principals filled in the questionnaire, which included open-ended questions. Qualitative content analysis was used to analyse the data. The results showed that the main sources of stress were workload, interpersonal conflicts, a lack of resources and internal pressures. Moreover, principals used emotion-focused, problem-focused and social coping to deal with stress. Additionally, principals reported a need for problem-focused support and social support for their leadership. The results revealed the importance of social support and coping for principals’ occupational wellbeing. A more intimate approach to principals’ perceptions about the causes of occupational stress, their coping strategies and the support they need provides opportunities to consider diverse personal requirements, which may be fundamental in promoting principals’ occupational wellbeing.

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Section: Discussionmentioning

confidence: 99%

Work-related stress of elementary school principals in Finland: Coping strategies and support

Elomaa¹,

Eskelä-Haapanen²,

Pakarinen³

et al. 2021

Educational Management Administration & Leadership

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“…As Fullan (2020) states, "complexity means change, but specifically it means rapidly occurring, unpredictable, nonlinear change" (p. ix). Although school leaders have always been dealing with concurrent and heterogeneous challenges (Tintoré, Cunha, Cabral, & Alves, 2020) the COVID-19 pandemic has significantly and rapidly put them into a complex situation that seems to last or have long-term consequences. And this complexity will persist.…”

Section: Discussionmentioning

confidence: 99%

A learning ecologies approach on school leaders' professional development

Lanzo

Maina

Sangrà

2021

ESXXI

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Los líderes escolares generalmente cuentan, para su desarrollo profesional, con programas totalmente estructurados dirigidos por la administración. La investigación publicada identifica algunos atributos comunes para el liderazgo que tales programas intentan transmitir. Aunque esto es y será una parte importante del desarrollo profesional de los líderes escolares, la gran cantidad de contenido digital abierto y cursos abiertos disponibles y la accesibilidad de redes especializadas y comunidades virtuales amplían las oportunidades para el autoaprendizaje y el autodesarrollo. En este contexto, el marco de análisis de las ecologías del aprendizaje resulta útil para ampliar el conocimiento sobre lo que hacen los líderes escolares para el desarrollo profesional, cuáles consideran que son los medios más útiles para su actualización continua y cuáles son los componentes de sus ecologías de aprendizaje individuales. Este artículo presenta las estrategias más habituales de desarrollo profesional que utilizan los directores escolares en Cataluña (España), su equilibrio entre las actividades de desarrollo profesional organizadas y el autodesarrollo, y cómo evalúan el papel que juegan las tecnologías digitales en sus ecologías de aprendizaje. Se realizó una encuesta de 48 preguntas con el objetivo de recopilar información sobre el desarrollo profesional continuo, a un total de 212 líderes escolares en las escuelas catalanas. Los resultados se centran en las ecologías del aprendizaje, con especial énfasis en las estrategias que demuestran el aprendizaje informal, las formas de formación privilegiada, el uso de las TIC y la participación en redes y comunidades profesionales, y demuestran que casi la mitad de los encuestados consideran que su estrategia habitual de desarrollo profesional es el autoaprendizaje. Los resultados también muestran que los líderes escolares que se mantienen actualizados mediante estrategias de autoaprendizaje, prefieren el aprendizaje en línea (recursos, actividades, cursos) y utilizan la tecnología de manera más intensiva. Las ecologías del aprendizaje demostraron ser un marco útil para el análisis de las estrategias de desarrollo profesional de los líderes escolares. School leaders are usually provided with administration-led, fully structured programmes for professional development. The research literature identifies some common attributes for leadership that such programmes try to convey. Although this is and will be an important part of school leaders’ professional development, the vast amount of digital open content and open courses available and the accessibility of specialised networks and virtual communities expand opportunities for self-learning and self-development. In this context, the learning ecologies analysis framework proves useful in extending knowledge on what school leaders do for professional development, what they consider the most useful means for continuous updating and what the components of their individual learning ecologies are. This paper presents the more common strategies for professional development that school leaders are used in Catalonia (Spain), their balance between organised professional development activities and self-development, and how they assess the role digital technologies play in their learning ecologies. A survey with 48 questions was conducted with the aim of gathering information on school leaders’ continuing professional development in Catalan schools. Two hundred twelve school leaders answered the survey. The results focus on learning ecologies, with special emphasis on strategies demonstrating informal learning, forms of privileged training, ICT use and participation in professional networks and communities, and demonstrate that almost half the responders to the survey consider their usual professional development strategy to be self-learning. Results also show that school leaders who stay up to date through self-learning strategies, prefer online learning (resources, activities, courses) and use technology more intensively. Learning ecologies proved to be a useful framework for the analysis of the professional development strategies of school leaders.

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“…Next, leadership effectiveness may vary with school grade levels because of different curricular foci (Burcar, 2017). Third, the effectiveness of leadership practices may vary in schools of different performance levels because of students' diverse learning needs (Tintore et al, 2020). Lastly, leadership effectiveness may vary with leaders' school hierarchical position (Connolly et al, 2019).…”

Section: Moderating Variablesmentioning

confidence: 99%

How school leadership practices relate to student outcomes: Insights from a three-level meta-analysis

Tan¹,

Dimmock²,

Walker³

2021

Educational Management Administration & Leadership

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The present study aims to generate broad insights from the large corpus of literature on the associations between a comprehensive range of school leadership practices and student outcomes in different school contexts. Three-level meta-analysis of 493 independent effects from 108 studies published since 2000 showed that the mean effect size was small at r = 0.14. Effect sizes for leadership practices ranged from r’s = 0.10 to .26. Results underscored the importance of different types of leadership practices related to instructional management, enhancing teacher capacity, and engaging external stakeholders to improve student outcomes. School leadership practices were significantly associated with students’ academic achievement (in different subjects except science) and learning attitudes/processes but not attainment. Moderator analyses showed that school leadership effects were significant in studies using a school-level analysis but not in those using a lower-level of analysis. Additionally, school leadership effects were significant at different grade levels (G1–G6, G7–G12) and in research reported in different study types (articles, dissertations) and in different years (2000–2009, 2010–2018).

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A scoping review of problems and challenges faced by school leaders (2003–2019)

Cited by 38 publications

References 121 publications

Work-related stress of elementary school principals in Finland: Coping strategies and support

Work-related stress of elementary school principals in Finland: Coping strategies and support

A learning ecologies approach on school leaders' professional development

How school leadership practices relate to student outcomes: Insights from a three-level meta-analysis

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