An open systems model of successful school leadership

Gurr, David; Drysdale, Lawrie; Goode, Helen

doi:10.1108/jea-04-2021-0091

Cited by 14 publications

(12 citation statements)

References 20 publications

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“…Established leadership models structure the factors by means of their level of impact on learning outcomes (e.g. Gumus et al, 2018;Gurr et al, 2022;Hallinger, 2011). In this study we focus on the impact of school leadership in different institutional contexts.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Examining the trident: how data from the PISA study can be used to identify associations among context, school leadership and student outcomes

Kemethofer

Weber²,

Brauckmann-Sajkiewicz³

et al. 2023

JEA

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PurposeIn an era of increased autonomy and accountability in education, school principals have been given the responsibility for many tasks that used to be centralized, such as hiring and managing personnel, ensuring that the curriculum is followed and that the development of the school is on the right path. In this study an exploration is attempted into the associations among institutional context, school leadership, school climate and student outcomes.Design/methodology/approachThe authors analyze data from the Programme of International Student Assessment study 2015 to identify variations in institutional context (autonomy and accountability) among education systems to determine whether and how institutional context is associated with leadership and whether education systems, in turn, are associated with school climate and students' achievement in reading. To account for the hierarchical structure of the education systems under investigation, a three-level structural equation modeling (SEM) approach was employed to analyze the data gathered on the institutions, schools and students.FindingsNo association was found between the degree of autonomy of an education system and leadership behavior; however, accountability and leadership seemed to go together. Achievement in reading competencies was greater in school systems in which principals had more autonomy. At the school level, a relationship was found between leadership and opportunities for parental involvement.Originality/valueThe results of this study indicate the need of strong leadership in order to have better results when there is more accountability. In this sense, the authors' findings also point to the increased importance of context-sensitive leadership skills.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Examining the trident: how data from the PISA study can be used to identify associations among context, school leadership and student outcomes

Kemethofer

Weber²,

Brauckmann-Sajkiewicz³

et al. 2023

JEA

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“…The least in rank is "It employs a leadership model to communicate regarding the related goals and achievement of students", with a weighted mean of 3.10 or Moderately Agree, (Lazcano, Guerrero, & Volante, 2022, pp. [1][2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19] influences the leader and retention in school instructional leadership. It represents the instructional leader in solving various issues in the school system and level.…”

Section: On the Contribution Of Effective Style Educational Leadershi...mentioning

confidence: 99%

“…The transformation to effective leadership processes the action to be made in school organization that engages leadership input and school outcome. It loops with influences of effective style in leadership systems on educational institutions, (Gurr, et al, 2022). In addition, an effective leadership style is necessary in creating an environment school organization.…”

Section: Introductionmentioning

confidence: 99%

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Educational Leadership Management Practices: A Perspective to Educational Transformation

Mallillin¹

2023

IJMRA

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The paper investigates the educational leadership management practices as a perspective to educational transformation. The descriptive correlation research design is utilized in the study to quantify and measure the profile of the respondents, contribution of effective style educational leadership management and practices, and educational transformation perspective of the educational management practices of the respondents. Likewise, purposive quota sampling employs in the study to define the criteria for the sample size. The study comprised fifty (50) respondents only. Results show that the contribution of effective style educational leadership management and practices of the respondents involves democratic leaders where they yield with a high morale environment to generate and motivate creative solutions of effective leadership style in school organization, show that instructional leadership involves on planning practice, coordination, evaluation, and teaching improvement learning, show that authoritative leaders ensure that the systems are in order, and quick in the decision process and control the organization, show that coaching leadership involves behavior, attitude, work performance, evaluation, process of the work, and the policies in the school organization, and show that transformational leaderships is an essential element in the organization to be imposed for good, better, and best because all employees in the school organization are determinant for the process. Hence, educational transformation perspective of the educational management practices of the respondents explores career, advocacy, and policy in pursuing equity in education, contributes to the school system in the organization, reveals significant effect on positive and negative effects of the transformational leadership process, maintains school culture and identity for the diverse and challenging condition strength of school organization and setting, and supports the innovation of learning in the school organization and supports advanced flexible learning technology.

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“…The relevant research literature reveals a consensus concerning the correlation between the manager's leadership style and the behaviour of their subordinates (Gurr et al ., 2022). Most research has indicated the effectiveness of the use of TLS for organizational performance (Berkovich and Eyal, 2017).…”

Section: Introductionmentioning

confidence: 99%

Teachers' TPACK during the Covid-19 crisis: an ecological perspective on Arab and Jewish teachers in Israel

Masry-Herzallah

Stavissky

2023

IJEM

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PurposeThis research examined correlations between contextual factors: frequency of online teaching (OT) (number of hours per week), Transformational Leadership Style (TLS) and TPACK (TPACK) among Arab and Jewish teachers in Israel after more than a year of teaching online during the Covid-19 crisis.Design/methodology/approachQuantitative methodology elicited data from 437 questionnaires. An online questionnaire was first sent to Israeli Arab and Jewish teachers studying for M.A degrees in three randomly selected higher education institutes in Israel, and then the questionnaire was sent to other teachers, selected through the snowball method. After data collection common method variance was precluded.FindingsThe findings of this research indicated a positive correlation between frequency of OT, TLS and TPACK among Israeli teachers. Major differences were found between Arab and Jewish teachers: Arab teachers (AT) reported more improvement of TPACK, although they taught fewer hours than Jewish teachers (JT). In addition, TLS and sector (Arab/Jewish) moderated the positive correlation between the frequency of OT and TPACK among ATs.Originality/valueThe findings of this research validate the opportunity created by the Covid-19 crisis for cultivation of teachers’ TPACK through OT. This research contributes to extant relevant literature and practice concerning the influence of contextual factors on teachers' improvement of their TPACK while performing OT during the Covid-19 crisis and can inform the design of ecological and culturally appropriate education policies in the post-COVID-19 period. The research was built on the theories of TLS, which is a crucial component supporting the influence of technology integration. The findings strengthen existing knowledge on the unique capacity of TLS to buffer negative external influences imposed on teachers' TPACK and motivate them.

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An open systems model of successful school leadership

Cited by 14 publications

References 20 publications

Examining the trident: how data from the PISA study can be used to identify associations among context, school leadership and student outcomes

Examining the trident: how data from the PISA study can be used to identify associations among context, school leadership and student outcomes

Educational Leadership Management Practices: A Perspective to Educational Transformation

Teachers' TPACK during the Covid-19 crisis: an ecological perspective on Arab and Jewish teachers in Israel

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