Instructional leadership in centralised systems: evidence from Greek high-performing secondary schools

Kaparou, Maria; Bush, Tony

doi:10.1080/13632434.2015.1041489

Cited by 24 publications

(18 citation statements)

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“…These findings are in line with Leithwood et al's (2006) widely cited study on the impact of leadership on student outcomes. There are few published studies of instructional leadership (Kaparou and Bush, 2015), in Greek or English, although there are a few papers viewing school management from headteachers' perspectives (e.g. Athanasoula-Reppa and Lazaridou, 2008), the principal's role and its contribution to the school's effectiveness (e.g.…”

Section: In Its 2001mentioning

confidence: 99%

“…Saitis, 2002;Kaparou and Bush, 2007;2015). Despite the Greek headteachers' predominant administrative role, there are limited opportunities for headteachers to enact aspects of instructional leadership c) How do approaches to instructional leadership differ between a centralised system (Greece) and a partially de-centralised system (England)?…”

Section: Introductionmentioning

confidence: 99%

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Instructional leadership in Greek and English outstanding schools

Kaparou

Bush

2016

International Journal of Educational Management

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This research paper examines instructional leadership in outstanding secondary schools within a centralised (Greece) and a partially decentralised (England) education context. Since the purpose of the study is exploratory, the researchers adopt a qualitative approach, employing a series of four qualitative case studies with the purpose of examining the impact of instructional leadership on student learning, teachers' professional growth and school improvement, using the interpretivist paradigm. Semi-structured interviews with various data sets (stakeholders) within and outside the school, observation of leadership practices and meetings, and scrutiny of relevant macro and micro policy documents are employed to enhance methodological and respondent triangulation.Recognising that instructional leadership is not confined to the principals' leadership domain, a sense of shared and distributed leadership prevails in schools, while its implementation is inevitably linked to system constraints. The findings from the Greek schools link to the official expectations that principals operate as administrative rather than instructional leaders, while an unofficial instructional 'teacher leadership' culture suggests potential for reconsidering leadership in Greek state schools. In contrast, the decentralization of school activities creates the platform for the emergence of shared and distributed leadership within the English context, where school actors enact direct and indirect instructional leadership roles. This cross-country comparative study demonstrates theoretical significance in its focus on the collaborative and reciprocal nature of instructional leadership, while its empirical contribution lies in generating new knowledge on how instructional leadership is contextually bounded.

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Section: In Its 2001mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Instructional leadership in Greek and English outstanding schools

Kaparou

Bush

2016

International Journal of Educational Management

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“…In Africa, principals have a central position, in particular in ensuring coherence between curriculum and academic content in the learning process (Grobler, 2013). In Greece, the findings showed that Instructional Leadership was conceptualized as an informal collaborative leadership practice, interwoven with the official multi-dimension role of Greek principals and their 'semi-Instructional Leadership' role (Kaparou & Bush, 2015). In Australia, principals utilize external teams that master and are experts in curricula (Smeed & Bourke, 2012).…”

Section: Introductionmentioning

confidence: 96%

“…The principal was also judged as the primary barrier in curriculum implementation in China because the competence of curriculum leadership was considered weak (Walker, Haiyan, Shuang, 2011). The quality of school leadership is the most important factor in achieving high-quality education results (Kaparou & Bush, 2015).…”

Section: Introductionmentioning

confidence: 99%

Demystifying the Perspectives of School Principals as Leaders of Curriculum Change: The Case of Indonesia

Munifah¹

2017

Proceedings of the 2nd International Conference on Educational Management and Administration (CoEMA 2017)

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Abstract:Whenever there is a policy of applying a new curriculum, there is always support and opposition, and so too did this happen when the 2013 Curriculum (K13) was applied in Indonesia. All this time the success of the application of a new curriculum has only been linked with the role of the teacher as the in-class executor; not many have focused on the role of the principal as a leader, and yet the principal plays a role in coordinating, helping, motivating, supervising, and evaluating the implementation of the curriculum so that it succeeds as expected. This research is aimed to understand the perspective of the principal toward curriculum changes in Indonesia and effective leadership during a curriculum change. This research used a qualitative approach as a study phenomenological case study through interviews with several principals at various education levels that have applied the K13. This research was conducted in East Java as a region that can be considered as a representation of Indonesia. Research results show that principals supported the change in curriculum as long as the new curriculum is better, supports achievement of school visions and missions, and could be implemented. Conceptually, the K13 is already good, but its implementation has not been well because of the factors of lack of teacher preparation, limited facilities, as well as the low motivation and ability of the principal; these weakness factors may be alleviated through transformational leadership. Success in the change of a curriculum requires a time frame of two years, and as such the government does not need to create ever-changing policies of K13 application, because this instead burdens many parties, in particular the principal. Leadership in curriculum change can be effective should the principal possess consistency and mastery of the new curriculum concepts as well as their implementation.

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“…Οι στρατηγικές ηγεσίας για την κοινωνική δικαιοσύνη, οι οποίες διατυπώνονται από τον Mulford σε κείμενο του ΟΟΣΑ (2003), συστήνουν διαμοιρασμό της εξουσίας και αφορούν μαθητές, καθηγητές, γονείς, το πρόγραμμα σπουδών, το σχολικό κλίμα και την ευρύτερη κοινότητα (Kaparou & Bush, 2015). Σύμφωνα με τους Elmore (2000) και Mafora (2015), προκειμένου να δοθεί στους μαθητές μια θετική εμπειρία μάθησης απαλλαγμένη από διακρίσεις και αποκλεισμούς, πρέπει να αναβαθμιστεί ο ρόλος του σχολικού ηγέτη.…”

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Ρόλοι Και Διαδικασίες Λήψης Απόφασης Σε Επίπεδο Σχολικού Οργανισμού

Γόγολα¹,

Κατσής

2017

HJRE

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ΠερίληψηΣκοπός της έρευνας είναι η ανίχνευση του ρόλου και του βαθμού συμμετοχής στις διαδικασίες λήψης απόφασης των σχολικών ηγετών και των συλλογικών οργάνων των σχολικών οργανισμών. Εκατόν ογδόντα δύο (182) εκπαιδευτικοί ανταποκρίθηκαν στην έρευνα, μέσω διαδικασίας μη αναλογικής στρωματοποιημένης δειγματοληψίας. Κλήθηκαν να αποκριθούν σε ερωτήσεις ενός δομημένου ερωτηματολογίου που κατασκευάστηκε για τις ανάγκες της εν λόγω έρευνας. Η στατιστική επεξεργασία των δεδομένων έγινε μέσω περιγραφικής στατιστικής, με τη βοήθεια του προγράμματος IBM SPSS statistics v.23. Τα αποτελέσματα της έρευνας ανέδειξαν σημαντικές ελλείψεις και αδυναμίες του εκπαιδευτικού μας συστήματος, που εστιάζονται σε ζητήματα σχολικής αυτονομίας. Επισημαίνεται ο περιορισμένος ρόλος της σχολικής ηγεσίας, αλλά και η ελλιπής συμμετοχή στις διαδικασίες λήψης απόφασης τόσο των διευθυντών, όσο και των εκπαιδευτικών, των μαθητών και γονέων τους. Abstract The purpose of the research is to investigate the role and the degree of participation in the decision ΕισαγωγήΣύμφωνα με τον Dewey (1859-1952), ο αριθμός των ατόμων που συμμετέχουν σε μία δραστηριότητα ώστε το καθένα να δρα αυτόνομα, παράλληλα με τους άλλους, να συνεργάζεται, αλλά και να δίνει το προσωπικό του στίγμα, ισοδυναμεί με την κατάρριψη των ταξικών και φυλετικών εμποδίων. Η δημιουργία ποικίλων σημείων επαφής που υποδηλώνουν ένα ευρύτερο φάσμα ερεθισμάτων στα οποία ένα άτομο καλείται να αλληλεπιδράσει, έχει ως συνέπεια να εξασφαλίζεται η ποικιλομορφία και η διαφορετικότητα (Dewey, 2001). Ο Freire επισημαίνει ότι οι άνθρωποι θα είναι πραγματικά ελεύθεροι όταν σταματήσουν να βλέπουν τον κόσμο ντετερμινιστικά και μοιρολατρικά.

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Instructional leadership in centralised systems: evidence from Greek high-performing secondary schools

Cited by 24 publications

References 47 publications

Instructional leadership in Greek and English outstanding schools

Instructional leadership in Greek and English outstanding schools

Demystifying the Perspectives of School Principals as Leaders of Curriculum Change: The Case of Indonesia

Ρόλοι Και Διαδικασίες Λήψης Απόφασης Σε Επίπεδο Σχολικού Οργανισμού

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