Caring School Leadership: A MultiDisciplinary, Cross-Occupational Model

Smylie, Mark A.; Murphy, Joseph; Louis, Karen Seashore

doi:10.1086/688166

Cited by 53 publications

(90 citation statements)

References 85 publications

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“…Regardless, because many organizational theories identify leadership as a critical first step in system change–which impacts organizational climate and, subsequently, the individuals working in a given setting [ 14 , 15 , 18 ]–it may be that particular priority should be placed on leveraging the ILS to support leadership change in schools. As work on strategic implementation leadership in the education sector progresses, it also will be important to examine the degree to which strategic leadership constructs interact with more general leadership characteristics–such as kindness, support, and ethical leadership [ 71 ]–to impact EBP implementation. It may be predicted that leaders who possess generally positive leadership qualities and engage in strategic implementation leadership behaviors are most able to facilitate EBP adoption, delivery, and sustainment.…”

Section: Discussionmentioning

confidence: 99%

Assessing organizational implementation context in the education sector: confirmatory factor analysis of measures of implementation leadership, climate, and citizenship

et al. 2018

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BackgroundA substantial literature has established the role of the inner organizational setting on the implementation of evidence-based practices in community contexts, but very little of this research has been extended to the education sector, one of the most common settings for the delivery of mental and behavioral health services to children and adolescents. The current study examined the factor structure, psychometric properties, and interrelations of an adapted set of pragmatic organizational instruments measuring key aspects of the organizational implementation context in schools: (1) strategic implementation leadership, (2) strategic implementation climate, and (3) implementation citizenship behavior.MethodThe Implementation Leadership Scale (ILS), Implementation Climate Scale (ICS), and Implementation Citizenship Behavior Scale (ICBS) were adapted by a research team that included the original scale authors and experts in the implementation of evidence-based practices in schools. These instruments were then administered to a geographically representative sample (n = 196) of school-based mental/behavioral health consultants to assess the reliability and structural validity via a series of confirmatory factor analyses.ResultsOverall, the original factor structures for the ILS, ICS, and ICBS were confirmed in the current sample. The one exception was poor functioning of the Rewards subscale of the ICS, which was removed in the final ICS model. Correlations among the revised measures, evaluated as part of an overarching model of the organizational implementation context, indicated both unique and shared variance.ConclusionsThe current analyses suggest strong applicability of the revised instruments to implementation of evidence-based mental and behavioral practices in the education sector. The one poorly functioning subscale (Rewards on the ICS) was attributed to typical educational policies that do not allow for individual financial incentives to personnel. Potential directions for future expansion, revision, and application of the instruments in schools are discussed.

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Section: Discussionmentioning

confidence: 99%

Assessing organizational implementation context in the education sector: confirmatory factor analysis of measures of implementation leadership, climate, and citizenship

et al. 2018

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“…The combined requirements of program content, instructional quality, and how to ensure both faculty and program success create an amalgamation of responsibilities for department heads (Gmelch et al, 2017). If research-based ethical frameworks for school leadership require confronting institutional inequities, then department heads are compelled to enact these same frameworks and heuristics of socially-just educational leadership practices (Furman, 2012;Smylie et al, 2016). Like PK-12 leaders, university department heads face scarcity of not merely financial resources, but also opportunity resources that higher education systems routinely may distribute inequitably (Martinez and Welton, 2017;Duggan, 2019;Mitchell et al, 2019;Laderman and Weeden, 2020).…”

Section: Educational Leadership's Ethic Of Equity For Academic Leadermentioning

confidence: 99%

Academic Leadership During a Pandemic: Department Heads Leading With a Focus on Equity

2020

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The COVID-19 pandemic has created an unprecedented crisis with momentous challenges for higher education institutions. Academic leaders have been charged with restructuring their systems, ensuring instructional quality while operating with significantly diminished resources. For department heads of units with leadership preparation programs, the complexity of this crisis is layered upon fundamental scholarship about leadership, which reports the effectiveness of leadership as a collective incorporating the shared and diverse talents of faculty, students, and program stakeholders. This work of educational leadership rests on a public and democratic ethic promoting social justice and equity as the practices and outcomes for schooling at any level. In this article, three department heads of educational leadership units in major research universities use dialogic inquiry to reflect on our responses to complex demands brought forth by the pandemic. We share insights into our decision making, as we have led with a focus on equity. We address dilemmas and conflicts that we have addressed as departmental leaders during this critical period of institutional challenges, changing institutional policies and practices, and declining resources, as we have worked to ensure equitable access and distribution of resources for students, faculty, and staff. We conclude with implications for department heads who strive to maintain a focus on equity during times of sweeping organizational change.

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“…Ein Ansatz, der im schulischen Kontext v. a. in der nordamerikanischen Literatur diskutiert wird, ist der der Caring Leadership, der von Karen Seashore Louis, Joseph Murphy und Mark Smylie entwickelt wurde. Die Autor/innen übertragen in diesem Ansatz das Prinzip der Fürsorge auf das Führungshandeln in Schulen (Louis et al 2016;Louis und Murphy 2017;Smylie et al 2016). Als theoretische Grundlage dient der Fürsorgebegriff von Noddings (2012), in dem Fürsorge als ein tiefes persönliches Interesse an der Person, für die gesorgt wird (attentiveness) und ein Zurückstellen der eigenen Interessen hinter den Interessen der anderen Person (motivational displacement) verstanden wird.…”

Section: Caring Leadershipunclassified

„It’s almost as if I treat the teachers as I want them to treat the students“. Caring als Facette von Führung an Schulen in sozial deprivierter Lage

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Caring School Leadership: A MultiDisciplinary, Cross-Occupational Model

Cited by 53 publications

References 85 publications

Assessing organizational implementation context in the education sector: confirmatory factor analysis of measures of implementation leadership, climate, and citizenship

Assessing organizational implementation context in the education sector: confirmatory factor analysis of measures of implementation leadership, climate, and citizenship

Academic Leadership During a Pandemic: Department Heads Leading With a Focus on Equity

„It’s almost as if I treat the teachers as I want them to treat the students“. Caring als Facette von Führung an Schulen in sozial deprivierter Lage

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