Leadership in schools facing challenging circumstances

Harris, Alma; Chapman, Christopher

doi:10.1177/08920206020160010301

Cited by 99 publications

(105 citation statements)

References 6 publications

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“…Urban centers are often described negatively, with urban contexts discussed in terms of challenge [91], disadvantage [92], and difficult circumstances [93]. Not surprisingly, much academic and policy discussion centers on perceived and actual city-based challenges in addressing socio-economic inequality and escalating improvements and opportunities for all students.…”

Section: Literature Reviewmentioning

confidence: 99%

Generation X School Leaders as Agents of Care: Leader and Teacher Perspectives from Toronto, New York City and London

Edge¹,

Descours²,

Frayman³

2017

How School Leaders Contribute to Student Success

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This paper draws on evidence from our three-year Economic and Social Research Council (ESRC)-funded research study of the lives, careers, experiences and aspirations of Generation X (under 40 years of age) principals and vice-principals in London, New York City, and Toronto. More specifically, the paper examines interview evidence from nine school-based studies in which nine leaders and 54 teachers discuss their perspectives on leaders' care of their staff members. The evidence demonstrates that leaders and teachers both place a high level of importance on leaders' ability and willingness to be supportive, understanding, and approachable. Teachers also expect leaders to serve as advocates for and role models of good work/life balance. While the school-level studies take place in radically different city-based contexts, the expectation of leaders' care for teachers transcends different accountability and policy structures. Both groups focus their discussion on work/life balance and, more specifically, the need for leaders to understand that teachers are people with lives beyond school. The paper highlights implications for policy, practice, and future research.

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Section: Literature Reviewmentioning

confidence: 99%

Generation X School Leaders as Agents of Care: Leader and Teacher Perspectives from Toronto, New York City and London

Edge¹,

Descours²,

Frayman³

2017

How School Leaders Contribute to Student Success

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“…Many previous studies on schools' management found that schools that achieve high success in academics is led by the principal/headmaster who has the qualities of effective leadership (Pont, 2014;Harris et al, 2013;Ibrahim & Wahab, 2012;Harris & Chapman, 2002;Marzuk, 1997;Mortimore, 1995). Commitment of teachers towards the tasks entrusted to them start with the comfort and enjoyment of their work.…”

Section: Introductionmentioning

confidence: 99%

Headmasters’ Transformational Leadership and Their Relationship with Teachers’ Job Satisfaction and Teachers’ Commitments

Wahab¹,

Fuad²,

Ismail³

et al. 2014

IES

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This study aimed to determine the level of transformational leadership practices by headmasters in the primary national schools in the district of Temerloh, Malaysia. The four dimensions of Transformational Leadership studied were fostering the ideal influence, inspirational motivation, intellectual stimulating and individual consideration. The study also looks at the level of teachers' job satisfaction and teachers 'commitments as well as the relationship with the practice of transformational leadership by headmasters. The respondents consisted of 240 teachers working in 10 primary schools in the district of Temerloh, Pahang. The data obtained was processed using SSPS program version 12.0 and were analyzed using descriptive and multivariate. The result of the study showed that the practice of transformational leadership by headmasters in the district of Temerloh, Malaysia, was at a high level and teacher's job satisfaction was high too, and there exist a significant relation between the level of transformation leadership and teachers' job satisfaction while teachers' commitments were average. However, the results of the study showed a significant relation between the level of transformational leadership and teachers work commitment. The implication of this study is that leaders should always ensure their high performance leadership to have a significant relationship with staff's satisfaction and school staff's commitment.

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“…Nevertheless, many authors (e.g., [60][61][62][63]) argue that the leader plus concept or multiple sources of influence [54,62] attached to the notion of distributed leadership, does not imply in any way that formal leaders are now redundant as distributed leadership practice also means actively, brokering, facilitating and supporting the leadership of others [63]. Their findings indicate how some forms of distributed leadership work well with strong leadership from senior leaders, and while bound by aims and values set by superior levels within and beyond the organization [64,65]. As distribution of leadership varies in the balance between the amount of control and autonomy that participants are able to exercise, a closer look at team dynamics is necessary in understanding the practice of distributed leadership [66].…”

Section: Introductionmentioning

confidence: 80%

Distributed Leadership in a Low-Carbon City Agenda

et al. 2016

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This paper uses Spillane's (2001) theory and Gronn's (2000) concerted efforts approach to examine distributed leadership in a low-carbon city agenda. The main purpose of the paper is to find empirical evidence of a relationship between distributed leadership and the achievement of the agenda. Eight constructs emerged that informed our understanding of distributed leadership dimensions within the low-carbon city framework: vision, organizational framework, organizational culture, consensus, instructional programs, expertise, team leader leadership, and team member leadership. The evidence shows that there is a positive relationship between distributed leadership and the outcome of the low-carbon city agenda, and that a dispersed pattern in distributing leadership is required to enhance community engagement. The findings also suggest that an organizational culture that facilitates multiple sources of leadership may largely contribute to the effectiveness of distributed leadership practices in realizing the low-carbon city agenda.

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Leadership in schools facing challenging circumstances

Cited by 99 publications

References 6 publications

Generation X School Leaders as Agents of Care: Leader and Teacher Perspectives from Toronto, New York City and London

Generation X School Leaders as Agents of Care: Leader and Teacher Perspectives from Toronto, New York City and London

Headmasters’ Transformational Leadership and Their Relationship with Teachers’ Job Satisfaction and Teachers’ Commitments

Distributed Leadership in a Low-Carbon City Agenda

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