System leadership: mapping the landscape

Hopkins, David; Higham, Rob

doi:10.1080/13632430701237289

Cited by 67 publications

(78 citation statements)

References 4 publications

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“…Yet, compared to integrating and balkanized principals, controlling principals less often shared managerial or instructional leadership tasks with teachers. Knowing that principals use several leadership styles within their role, future research that attempts to measure the extent of principal influence on outcomes should focus on measuring their leadership using a set of core behaviors (see Hargreaves et al, 2007;Hopkins & Higham, 2007;Ishimaru, 2013;Leithwood et al, , 2010Robinson et al, 2008;Ylimaki & Jacobson, 2013) or multiple leadership styles in order to capture a complete range of leadership tasks rather than limiting principal behavior to individual leadership styles. If the intent of future research is to further describe the ways in which principals or teachers vary across schools using a chosen set of behaviors, then LCA or mixture models would help to identify types of educators and describe the different ways in which tasks are multidimensional or simultaneously performed between the types.…”

Section: Discussionmentioning

confidence: 99%

“…Further, principals across different schools who apply these core leadership behaviors with similar tasks or activities produce different results with teachers and students (Hallinger & Heck, 2010). While we recognize common, basic leadership behaviors, there is evidence to suggest that they are broadly similar across contexts and uniquely defined by the actions that leaders perceive as necessary to respond to specific student, teacher, and community needs in order to promote system change (Hargreaves, Halász, & Pont, 2007;Hopkins & Higham, 2007;Ishimaru, 2013;Leithwood, Patten, & Jantzi, 2010;Moolenaar, Daly, & Sleegers, 2010).…”

Section: Importance Of Principal Perceptionmentioning

confidence: 99%

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What Are the Different Types of Principals Across the United States? A Latent Class Analysis of Principal Perception of Leadership

Urick

Bowers

2013

Educational Administration Quarterly

132

170

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Purpose: Effective styles of principal leadership can help address multiple issues in struggling schools, such as low student achievement and high rates of teacher attrition. Although the literature has nominated certain “idealized” leadership styles as being more or less effective, such as transformational, instructional, and shared instructional leadership, we have little evidence about how principals may or may not choose to practice these styles across U.S. schools. Research Design: Latent class analysis was used to identify different types of principals across the United States. We analyzed the 1999-2000 Schools and Staffing Survey as it presents a unique opportunity to study the different types of U.S. principals since it contains leadership measures not found in other national surveys. A final sample of 7,650 public schools and principals was included in the analysis. Findings: Instead of idealized leadership styles signifying variations in practice, the differences between types of principals were defined by the degree of principal and teacher leadership. Further, the school and principal context, such as school size, urbanicity, accountability performance, and principal background, predicted the three significantly different principal types: controlling, frequent principal leadership; balkanizing, high degree of leadership shared with teachers; or integrating, frequent principal leadership as well as a high degree of leadership shared with teachers. Conclusions: These types suggest that principals simultaneously practice leadership behaviors associated with multiple leadership styles in accordance with their background and school context. These findings provide support for the use of more complex models to assess school leader effectiveness.

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Section: Discussionmentioning

confidence: 99%

Section: Importance Of Principal Perceptionmentioning

confidence: 99%

What Are the Different Types of Principals Across the United States? A Latent Class Analysis of Principal Perception of Leadership

Urick

Bowers

2013

Educational Administration Quarterly

132

170

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“…In addition Akyeampong, Lussier, Pryor & Westbrook (2013), emphasized that headteachers should manage the process of teaching and learning within the school in accordance with curriculum documents and policies. Given that adequate facilities such as classrooms, libraries, halls and playing fields are prerequisite for successful curriculum implementation, Hopkins, & Higham, (2007), put forward that Preschools need adequate classrooms to alleviate overcrowding since success of curriculum implementation is dependent on provision of necessary resources and facilities to ensure enthusiasm of teachers and children…”

Section: Curriculum Implementation Management and Learning Achievementmentioning

confidence: 99%

Influence of Head Teacher Management of Preschool Programs and Learning Achievement in Mombasa County, Kenya

Lilian¹

2016

EDU

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Management in education is the planning, resourcing, controlling, organizing, leading and evaluating educational institutions and programs. Organizational management is a key factor that influences teaching and learning in schools Chitiavi, (2002). Among key variables that school management influences significantly is children's ability to learn and perform well which is a key determinant of learning achievement. Therefore head teachers are expected to possess relevant managerial skills to run schools. Physical facilities and human resources are paramount to achieve high learning achievements in schools. The purpose of this study was to establish impact of pre-school management on children's learning achievement in Mombasa County, Kenya. Samples surveyed were public, private, faith-based and community pre-schools. The assumption was that managers focussed on four levels of management namely; human resource management, curriculum management, financial management and physical resources management. The study adapted descriptive survey design where samples included 11 preschools, 11 head teaches and 11 teachers 11 Parents and 106 preschool children. Instruments of this study were questionnaires and interviews schedules. Findings revealed that majority of pre-school teachers are paid very low salary between KShs 5001 and 9001 per month which is below stipulated minimum wage. Despite low salary, 54.5% of teachers prepared for teaching adequately. About 45.5% of all pre-schools have adequate playing and instructional resources. Private schools had an overwhelming 80% of parents who showed direct interest in childrens' learning. Public primary headteachers manage preschools attached to their schools and therefore have no direct impact on pre-school progress. The study recommends that public pre-schools should be managed separately from primary schools and the pre-school head teacher should possess essential managerial skills to improve school efficiency and learning achievement for children.

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“…Levin (2008) emphasizes the importance of a focus on a few key student outcomes, capacity building, taking a positive approach and building political and public support. Others highlight the role of local leaders -using data to monitor and guide their activities (Boudett & Steele, 2007), following the characteristics of successful/effective leaders and schools (Fullan, 2011;Stoll & Fink, 1996), strategically coordinating local leaders' efforts (Leithwood, et al, 2006), and allowing school leaders to take up more systemic roles (Hopkins & Higham, 2007).…”

Section: Scaling Upmentioning

confidence: 99%

‘Scaling up’ educational change: some musings on misrecognition and doxic challenges

Thomson

2014

Critical Studies in Education

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System leadership: mapping the landscape

Cited by 67 publications

References 4 publications

What Are the Different Types of Principals Across the United States? A Latent Class Analysis of Principal Perception of Leadership

What Are the Different Types of Principals Across the United States? A Latent Class Analysis of Principal Perception of Leadership

Influence of Head Teacher Management of Preschool Programs and Learning Achievement in Mombasa County, Kenya

‘Scaling up’ educational change: some musings on misrecognition and doxic challenges

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