Role Identity of Instructional Leaders

Shaked, Haim

doi:10.1080/15700763.2020.1770805

Cited by 7 publications

(5 citation statements)

References 35 publications

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“…Many authors have linked instructional leadership to classroom processes, active student learning, and the strong influence of the school leader (Alsaleh, 2022;Walker, Qian, 2022;Shaked, 2022). Research (e.g.…”

Section: Societal Cultural Dimensionsmentioning

confidence: 99%

Does School Principals’ Leadership Vary Vis-A-Vis Cultural Differences from West to East or South to North?

2023

European Journal of Contemporary Education

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The aim of this study was to investigate the extent to which the country's societal cultural values and well-being predict school principals' instructional leadership in different regions of Europe. The secondary data analysis using several different recourses such as the Organisation for Economic Co-operation and Development (OECD) Teaching and Learning International Survey (TALIS) 2018, the Country Comparison tool of Hofstede's six-dimensions model, and the Eurostat database for the data on the Government expenditure on education as a percentage of gross domestic product (COFOG) 2019 was employed in this study. A sample of 22 countries of Europe was included in the final analysis. First of all, multiple linear regression models with and without controlled dummy variables for the regions of Europe were implemented in the analysis of the data. Secondly, the one-way ANOVA with post hoc Tukey's honestly significant difference (HSD) analysis was employed. The regression analysis indicated that the country's societal cultural dimensions have significant predictive power for principals' instructional leadership presented in the TALIS 2018 results. The results indicated that Individualism dimensions have a positive relationship with instructional leadership. More specifically, the regression analysis with controlled dummy variables for the regions of Europe revealed that in the countries of Northern Europe, Individualism and Uncertainty Avoidance are strong significant predictors of school principals' instructional leadership. Meanwhile, in Southern, Western, and Eastern Europe, only Individualism is a significant predictor. This study uncovered that the country's well-being, measured by COFOG, is a strong, but negative predictor only in the countries of Northern Europe. In the countries with higher COFOG, school principals' instructional leadership is lower. This study has added new evidence with a particular interest in the effects of contextual influence on principals' leadership in international surveys such as the TALIS.

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Section: Societal Cultural Dimensionsmentioning

confidence: 99%

Does School Principals’ Leadership Vary Vis-A-Vis Cultural Differences from West to East or South to North?

2023

European Journal of Contemporary Education

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“…This analytic approach has similarities to other approaches to studying leadership practice and learning. Approaches such as discourse and interview analysis use leader talk to understand how individuals are making sense of their leadership practice and professional identity (e.g., Notman, 2017; Shaked, 2022). Other approaches analyze both observational and interview data to make sense of practice (e.g., Kazemi et al, 2022).…”

Section: Analyzing Principal Professional Identity In the Context Of...mentioning

confidence: 99%

“…In this article, I draw on a sociocultural learning perspective to argue that understanding the improvement of principal leadership requires attention to professional identities. This argument builds on calls from educational leadership (e.g., Crow et al, 2016; Robertson, 2017; Shaked, 2022) and organizational leadership (e.g., Ibarra et al, 2010; Lord & Hall, 2005; Miscenko et al, 2017) to understand leader learning as a process of professional identity transformation that is situated within changing local and social contexts. Such calls argue that within efforts to reconstruct systems and practices, we need to understand how individuals come to make sense of their participation in professional roles in fundamentally different ways.…”

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confidence: 99%

“…This emphasis is a departure from typical conceptions and analyses of learning that often center on the delivery and uptake of new knowledge and/or technical implementation of new skills or tools (Myran & Sutherland, 2019; Spillane, 2002). Current principal identity literature provides insight into how professional identity interacts with practice (e.g., Shaked, 2022) and how principals are brought into existing professional identities (e.g., socialization; Browne-Ferrigno, 2003; Young et al, 2011). However, there is minimal understanding of—or tools for analyzing—principal professional identity in contexts of learning fundamentally new forms of practice.…”

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confidence: 99%

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Professional Identity as an Analytic Lens for Principal Learning in Contexts of Transformation

Resnick

2023

Educational Administration Quarterly

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Purpose: Many efforts for educational transformation involve fundamentally new visions of the principal's role. This article examines the potential of an analytic framework for understanding principal learning in such contexts. An adaptation of an analytic approach to studying teacher learning, the framework examines learning as individual professional identity development situated within shifts in local definitions of competence for the role of the principal. Research Approach: Grounded in a sociocultural perspective, the analytic framework is designed for analysis of (a) how individuals develop new professional identities, and (b) how such learning is situated in contexts of shifting, local narratives and expectations about professional roles, responsibilities, and competence. The use of the analytic framework is illustrated through qualitative analysis of a case of a district effort to support four elementary principals to develop fundamentally different leadership practice specific to participation in teacher professional development. Findings: Illustrative findings reveal the gradual and complex development of principal role identities specific to the emerging expectations for practice. For the first part of the year, principals demonstrated evidence of enacting new practice out of compliance. As the year progressed, the analysis indicated that principals began to identify with new expectations for practice and shift their underlying conceptions of student and teacher learning. Implications: The analytic framework has methodological implications for how principal learning for the transformation of practice is conceptualized, studied, and supported in local contexts.

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“…The school system in Israel consists of three levels: elementary school (grades 1–6, ages 6–12), middle school (grades 7–9, ages 12–15), and high school (grades 10–12, ages 15–18) (Israeli Ministry of Education, 2021). The primary role of Israeli school principals is to serve as instructional leaders in order to improve the education and learning of all students (Shaked, 2022; Capstones – The Israeli Institute for School Leadership, 2008). In this study, Israeli principals were interviewed about the contribution of organizational management to instructional leadership.…”

Section: Introductionmentioning

confidence: 99%

How organizational management supports instructional leadership

Shaked¹

2022

JEA

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PurposePrevious studies found that principals must be involved in both instructional leadership and organizational management, yet they did not explain how the former supports the latter. To narrow this gap in the available research-based knowledge, the current study explored the contribution of organizational management to instructional leadership.Design/methodology/approachThis study was qualitative in nature. The study participants were 28 principals of elementary schools in Israel. Data were collected through semi-structured interviews. Data analysis, based on coding, aimed to cluster the eight organizational management functions according to how each function supports instructional leadership.FindingsThe present study revealed that the eight functions of organizational management support four main aspects of instructional leadership: (1) Developing a positive learning climate; (2) Improving teaching quality; (3) Realizing the school instructional vision; and (4) Enabling instructional leadership.Originality/valueThe findings of this study reinforce the argument that although instructional leadership is the critical component of effective school leadership, it should be supported by other frameworks.

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Role Identity of Instructional Leaders

Cited by 7 publications

References 35 publications

Does School Principals’ Leadership Vary Vis-A-Vis Cultural Differences from West to East or South to North?

Does School Principals’ Leadership Vary Vis-A-Vis Cultural Differences from West to East or South to North?

Professional Identity as an Analytic Lens for Principal Learning in Contexts of Transformation

How organizational management supports instructional leadership

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