Critical practice leadership in post-compulsory education

Elliott, Geoffrey

doi:10.1177/1741143213494891

Cited by 13 publications

(9 citation statements)

References 61 publications

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“…Leadership in schools in England has drawn the attention of a number of researchers during the current century and has been dominated by numerous concepts, styles and models of what is perceived to be effective leadership (Moore et al 2002;Harris 2003Harris (a), 2003Harris (b), 2009Day, 2005;Murphy, 2010;Bush 2011Bush , 2012Bush and Crawford, 2012;Smith, 2013;Hammersley-Fletcher, 2015;Elliot, 2015). In an earlier study Bensimon et al (1989) suggested that the leadership literature and research is dominated by six leadership models: trait theory, behavioural theory, power and influence theory, contingency theory, cognitive theory and cultural/symbolic theory.…”

Section: Introductionmentioning

confidence: 99%

Pedagogical leadership in action: two case studies in English schools

Male¹,

Palaiologou²

2016

International Journal of Leadership in Education

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This paper explores the construct of pedagogical leadership in action in two case study schools in England. Both schools investigated had headteachers who were recognised as excellent practitioners who had led their schools from a failing position to being judged as 'outstanding' and had successfully sustained and extended this status. Their behaviours thus corresponded to the ideals of pedagogical leadership which had been developed in previous research by the authors. This approach is an extension of ideas pertaining to learner-centred leadership where the key focus is on the personalisation of education for the benefit of the learner. Pedagogical leaders take this further, however, and ensure they are equally responsibile to the local community and the larger education system when determining appropriate action to support learning in their schools. The research reported here is based on interviews conducted with members of the school community (including students) to establish to how these pedagogical leaders determine effective action. The examination of data identifies six categories of leadership activity which contribute to the continued growth of these schools: establishing a success culture, managing external expectations, selection and induction of staff, managing a robust supportive environment, sustaining effective internal relationships and headteacher leadership behaviour.

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Section: Introductionmentioning

confidence: 99%

Pedagogical leadership in action: two case studies in English schools

Male¹,

Palaiologou²

2016

International Journal of Leadership in Education

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“…The last 10 years (2011-2020) represent 91.95% of all articles. In this period, 833 (40.87%) are set in the social context and address various issues, such as human resource management [81,82], organizational culture [79,83], social entrepreneurship [84,85], knowledge management [86], social learning [87], health care [88,89], social responsibility [77], education [90][91][92][93], and others. Around 26.7% of studies address the economic dimension in this period, highlighting the topics of performance [93][94][95], innovation [96,97], entrepreneurship [98], competitiveness [99,100], supply chains [101][102][103], and others.…”

Section: Qualitative Content Analysismentioning

confidence: 99%

Public Administration and Values Oriented to Sustainability: A Systematic Approach to the Literature

et al. 2021

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Values guide actions and judgements, form the basis of attitudinal and behavioral processes, and have an impact on leaders’ decision-making, contributing to more sustainable performance. Through a bibliometric study and content analysis, 2038 articles were selected from Scopus, from the period 1994–2021, presenting global research tendencies on the subject of values, public administration, and sustainability. The results indicate that Sustainability is the most productive journal, the main research category is in social sciences, the most productive institution is the University of Queensland, the location with the most publications and research collaborations is the USA, and the authors with the greatest number of articles are Chung, from Chung-Ang University; García-Sánchez, from the University of Salamanca; and Pérez, from the University of Cantabria. Analysis of keywords shows that the most relevant are “sustainability”, “CSR”, “sustainable development”, “innovation”, and “leadership”. Time analysis of keywords reveals a tendency for lines of research in the social and work area. The results also provide data about the framing of studies in sustainability pillars and the types of values referred to and indicate the main areas of public administration studied. Finally, a future research agenda is proposed.

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“…Thus, educational leadership is deeply rooted in ethical practices that are embedded in a social context. According to Elliott (2015), research into leadership practices creates an opportunity for an ethical and practical perspective among leadership practitioners. Studies have shown that both parents and teachers expect educational leaders to utilise ethical decision-making processes in their work and when operating with others in teams, which is how the majority of contemporary school leadership activities are conducted (Branson and Gross, 2014; Grootenboer and Hardy, 2017; Shapiro and Stefkovich, 2016).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The relationship between principals’ perceptions of school practices and student achievement in science: The implicit ethical meaning of the TIMSS

Shapira‐Lishchinsky¹

2019

Educational Management Administration & Leadership

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The aim of this study was to explore principals’ perceptions of school practices that have ethical meaning through a transnational perspective based on the 8th grade TIMSS 2015 international assessment. The sample comprised 8353 principals from 8353 different schools and 280,130 students that participated in the TIMSS 2015 survey. We used principals’ ranking procedure and Mplus for exploratory and confirmatory analyses, multilevel confirmatory analysis, and multiple group comparison. The results indicated that principals’ perceptions include three main dimensions with an ethical meaning: ‘caring for students’ learning’, ‘respecting the rules amongst students and teachers’ and ‘parents’ and students’ involvement in schooling’. These dimensions broaden the meaning of existing dimensions describing ethical practices in school leadership. In addition, they were found to positively predict students’ science achievements. The novelty of this study is reflected by the results, leading to the understanding that the TIMSS principals’ questionnaire has an additional meaning, which goes beyond its original parameters. The findings may lead to a better understanding of the importance of the role of educational leaders in promoting ethical school practices. This study set out to elicit a new transnational measure, which may warrant an exploration of the similarities and differences between countries.

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Critical practice leadership in post-compulsory education

Cited by 13 publications

References 61 publications

Pedagogical leadership in action: two case studies in English schools

Pedagogical leadership in action: two case studies in English schools

Public Administration and Values Oriented to Sustainability: A Systematic Approach to the Literature

The relationship between principals’ perceptions of school practices and student achievement in science: The implicit ethical meaning of the TIMSS

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