The metaphorical department head: using metaphors as analytic tools to investigate the role of department head

Paranosic, Nikola; Riveros, Augusto

doi:10.1080/13603124.2015.1085095

Cited by 22 publications

(18 citation statements)

References 40 publications

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“…Regarding the second research objective, identifying potential leaders in secondary schools, it has been found that the heads of studies and department heads are well placed to assume leadership roles, agreeing with studies such as the one conducted by Paranosic and Riveros [18]. In addition, when principals and these agents share the school's perspective about the future, the principal is likely to build enabling conditions for assuming leadership.…”

Section: Discussionmentioning

confidence: 72%

“…The principal and the head of studies both agree in highlighting the importance of sharing and collaborating in establishing actions and projects at the secondary school, albeit with the staff of people who are close to them. Along similar studies conducted by authors such as Paranosic and Riveros [18], focusing on management and heads of departments, school objectives and perspectives among strategic positions within the educational establishment are reflected in the proper functioning of the school, as well as in instructional processes.…”

Section: Discussionmentioning

confidence: 84%

“…Studies such as the one conducted by Hulpia [15], as well as that developed by Hargreaves and O'Connor [16] assert that pedagogical leadership requires a culture of collaboration in schools [17]. In order to make this happen, the management's role is decisive, requiring the empowerment, training, enhancing the prestige, improving and changing the role of school management teams or other key individuals [18,19], which allows a strong shared project in the high school [20], determined also by the prevalence of pedagogical leadership [21]. From this approach, empowerment becomes how principals trust school staff, delegating authority to them to manage and implement pedagogical decisions related to school improvement.…”

Section: Introductionmentioning

confidence: 99%

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School Principals in Spain: Interplay of Leaders, Teachers and Context

2020

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This paper analyzes the Spanish school principal figures and their future patterns of leadership and development, according to educational policies in Europe. The first part presents a comprehensive overview of the situation of school principals in Spain, according to the Spanish policy; in the second part, its real practice in a secondary school is evidenced based on the results of a conducted research. The tensions and dilemmas currently faced by school principals in Spain will be analyzed: pedagogical leadership versus management-oriented principals. The interviews carried out reveal the meaning that the different agents give to "leadership". A climate of trust and collaboration has been established between the management team, middle leaders and teaching staff, necessary conditions for the development of a shared school project and ensure its sustainability for achieve school improvement.

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Section: Discussionmentioning

confidence: 72%

Section: Discussionmentioning

confidence: 84%

Section: Introductionmentioning

confidence: 99%

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School Principals in Spain: Interplay of Leaders, Teachers and Context

2020

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“…According to their pertinent research, strong management enables the heads of studies to be key components in the initiation and development of processes targeting improvement in secondary schools. Similarly, Paranosic and Riveros [20] highlighted the importance of management research into key leadership figures working together towards the school's objectives. In addition to the directors and the heads of both research studies and of schools, the head of the department is a key figure [21,22].…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Coordination in Secondary Schools from a Distributed Perspective. Adaptation of the Distributed Leadership Inventory (DLI) in the Spanish Context

et al. 2020

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Introduction: Leadership as the second factor in school improvement needs potential leaders to be effective. Method: The present study aimed to know the potential capacity of leaders in Spanish secondary schools through the adaptation of the DLI questionnaire to Spanish. To accurately adapt this questionnaire, the present research group conducted content validity processes in 2017, using the Delphi Method, in which eight experts from the Spanish Network for Research into Leadership and Academic Improvement were invited to participate (RILME). As part of a pilot test, preliminary tools were administered to 547 participants from secondary schools in Granada and Jaén (Spain). Results: The present study reports on the adaptation of the DLI instrument within the Spanish context. Acceptably high values were obtained in the analysis of reliability and internal consistency, suggesting that this item can be reliably utilised for the exploration of the dynamics of internal functioning in secondary education and the evaluation of the distribution of leadership characteristics. Conclusions: The pilot study highlights how heads of studies and department heads are potential leaders, making it easier to set up and sustain educational projects in schools.

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“…The purpose of this study is to explore how principals' feedback for employees is related to department heads' perceptions of role clarity, job autonomy, as well as their self-efficacy for instructional leadership. Since department heads have seldom been investigated in educational leadership literature (Paranosic & Riveros, 2017), this study fills a critical gap on middle management in schools.…”

Section: Introduction and Purposesmentioning

confidence: 99%

Antecedents of department heads’ job autonomy, role clarity, and self-efficacy for instructional leadership

Brandmo

Tiplic

Elstad

2019

International Journal of Leadership in Education

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Department heads are increasingly responsible for instructional leadership. Therefore, it is important to understand the antecedents of self-efficacy in their work, which can motivate them to increase their leadership efforts. Our theoretical model depends on principals' feedback for department heads, department heads' trust in their principals, and perceptions of time pressure. We argue that the relational trust between department heads and principals creates social exchanges that catalyze department heads' self-efficacy in instructional leadership, perceived job autonomy, and perceived role clarity. We explored our theoretical model using structural equation modeling of cross-sectional survey data completed anonymously by department heads. We found that effective feedback-based school leadership is positively related to department heads' self-efficacy and perceptions of job autonomy and role clarity, with relational trust between the principal and department heads playing a key role. Time pressure is also positively associated with department heads' mentoring selfefficacy. This study fills a gap in the literature and contributes to the field of leadership in learning by explaining the various antecedents to department heads' self-efficacy, perceived job autonomy, and role clarity.

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The metaphorical department head: using metaphors as analytic tools to investigate the role of department head

Cited by 22 publications

References 40 publications

School Principals in Spain: Interplay of Leaders, Teachers and Context

School Principals in Spain: Interplay of Leaders, Teachers and Context

Pedagogical Coordination in Secondary Schools from a Distributed Perspective. Adaptation of the Distributed Leadership Inventory (DLI) in the Spanish Context

Antecedents of department heads’ job autonomy, role clarity, and self-efficacy for instructional leadership

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