Diversity and equality in academic publishing: the case of educational leadership

Mertkan, Sefika; Arsan, Nihan; Cavlan, Gozde Inal; Aliusta, Gülen Onurkan

doi:10.1080/03057925.2015.1136924

Cited by 60 publications

(66 citation statements)

References 60 publications

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“…The latter trend has resulted both in a broader pipeline of publications originating outside of Anglo-American societies and recognition of differences in the role behaviors associated with effective school leadership in developing nations (e.g. Bellibas et al, 2016;Lee and Hallinger, 2012;Mertkan et al, 2016;Oplatka, 2004;Truong et al, 2016;Walker and Hallinger, 2015;Yalçın et al, 2016). Indeed, the growth of publications from 'non-traditional sources' in developing societies has further highlighted the need for building our knowledge base from data gathered in a more diverse set of national social contexts.…”

Section: National Cultural Contextmentioning

confidence: 99%

“…Indeed, given the range of school contexts for leadership analyzed in the paper, it would be impossible to employ a systematic review methodology within the space constraints of a journal article. The key contribution of this analysis lies in framing the challenge our field faces in developing a global knowledge base that takes account of the diversity of contexts in which school leaders practice (Clarke and O'Donoghue, 2016;Dimmock and Walker, 2005;Mertkan et al, 2016;Oplatka, 2004;Ribbins and Gronn, 2000;Robinson, 2006;Schwarz and Brauckmann, 2015;Yalçın et al, 2016).…”

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confidence: 99%

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Bringing context out of the shadows of leadership

Hallinger¹

2016

Educational Management Administration & Leadership

415

357

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Research on educational leadership and management has resulted in the accumulation of increasingly persuasive findings concerning the impact school leadership can have on school performance. Indeed, there is a growing consensus that there exists a generic set of leadership practices (e.g. goal setting, developing people) which must be adapted to meet the needs and constraints that describe different school contexts. However, to date, researchers have yet to develop a theory or report comprehensive findings on this challenge. This paper explores several types of school contexts (institutional, community, socio-cultural, political, economic, school improvement) and what we have learned about how they shape school leadership practice. The analysis leads to several conclusions and recommendations. First, it affirms, elaborates and extends the assertion made by scholars of the importance of examining leadership in context. Second, the need to contextualize leadership highlights deficiencies in modal research methods that focus on mean effects and either ignore context effects or relegate them to the shadows. Finally, the field needs to refine current research methods and explore new approaches that enable us to better study how successful leadership responds and adapts to different contexts.

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Section: National Cultural Contextmentioning

confidence: 99%

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confidence: 99%

Bringing context out of the shadows of leadership

Hallinger¹

2016

Educational Management Administration & Leadership

415

357

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“…2 We use this term to refer to scholars who work in contexts where the local language/language of daily communication is not English, recognizing that multilingualism characterizes most regions of the world. education and psychology [4,[16][17][18][19]; business [20]; medicine [21,22]; engineering [23,24]; computer science [25,26]; and many other science disciplines [27,28]. Widening the lens beyond examining individual scholars' responses, researchers have also critiqued policies that enforce and sustain the pressures for English-medium publishing as well as exploring multilingual scholars' perspectives on these policies (e.g., [4,26,29]).…”

Section: Introduction: Framing the Concernmentioning

confidence: 99%

Unpacking the Lore on Multilingual Scholars Publishing in English: A Discussion Paper

Curry

Lillis

2019

Publications

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In the past three decades, a body of research on issues related to multilingual scholars writing for publication has emerged, paralleling the rise of pressures on scholars around the world to publish their work in high-status journals, especially those included in particular journal citation indexes; these indexes typically privilege the use of English. Researchers have investigated multilingual scholars’ experiences and perspectives, the social contexts of their work, policies on research publishing, aspects of the texts produced by multilingual scholars, the kinds of people scholars interact with while working to publish their research, their collaborations and networks, and pedagogical initiatives to support their publishing efforts. Nevertheless, as ongoing research is conducted, the existing research base has not always been consulted in meaningful ways. In this paper, we draw on the notion of ‘lore’ to identify some of the preconceptions or received wisdom about multilingual scholars and their writing that seem to be circulating, then argue for researchers to move beyond the ‘lore’ and make greater use of both findings from empirical research and related theoretical and methodological conversations. We identify directions for future research to be conducted.

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“…However, since the 2000s, researchers have consistently argued that successful leadership practices can hardly escape from cultural contexts ( Hallinger, 2011 ; Leithwood et al, 2017 ; Walker and Qian, 2018b ). Therefore, emerging studies have focused on different leadership practices across different cultures, to develop a more international, comparative, and contextually bounded scholarship ( Mertkan et al, 2017 ). Among these studies focusing on non-Western contexts, paternalistic leadership (PL) has captured much attention, as it is a prevalent leadership style but often ignored in research on educational leadership ( Jackson, 2016 ; Bedi, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Relationship Between Paternalistic Leadership, Teacher Commitment, and Job Satisfaction in Chinese Schools

Shi

Zheng

2020

Front. Psychol.

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Paternalistic leadership (PL) is prevalent in organizations in East Asia, but few studies have examined its potential effects in school contexts. This study explored the relationship between PL, trust in the principal, and teachers’ satisfaction and commitment to students, with a focus on the mediating role of trust in the principal in Chinese schools. Using a quantitative method, the study investigated 408 primary schoolteachers in mainland China. The results showed that the three dimensions of PL had different effects on teachers’ job satisfaction, trust in the principal, and commitment to students. Moral leadership had positive effects, while authoritarian leadership had negative effects on teachers’ job satisfaction and commitment to students. Meanwhile, trust in the principal played a mediating role of authoritarian and moral leadership on teachers’ job satisfaction and commitment to students. Finally, implications and suggestions are discussed for leadership practices in Chinese schools and those in similar cultures.

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Diversity and equality in academic publishing: the case of educational leadership

Cited by 60 publications

References 60 publications

Bringing context out of the shadows of leadership

Bringing context out of the shadows of leadership

Unpacking the Lore on Multilingual Scholars Publishing in English: A Discussion Paper

Exploring the Relationship Between Paternalistic Leadership, Teacher Commitment, and Job Satisfaction in Chinese Schools

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