Understanding leadership in schools facing challenging circumstances: a Chilean case study

Novice principals in Chile mobilizing change for the first time: Challenges and opportunities associated with a school’s readiness for change

“…Understanding the work of NAPs in high-poverty, low-performing schools is relevant for preparing principals for their roles and gaining an insight into resource allocation policies in places such as Chile, which has a highly socially segregated school system (Ahumada et al, 2016; Klar and Brewer, 2013; Maringe and Moletsane, 2015; Valenzuela et al, 2014). Over the last 35 years the Chilean educational system has experienced a steady decline in public school enrolment.…”

Evaluating Universities’ Readiness in Qualifying Graduates to Achieve Saudi Vision 2030: A Constructive Analysis of Baldrige Scale

“…In this case, it is necessary to classify the dimensions according to their impact and the importance of their relationships with each other since the Baldrige Scale has contributed to developing a measurement tool rather than being just a steady benchmarking model. Therefore, the researcher has adopted the idea of Baldrige Scale to add three more dimensions and has measured their relationship to the model by changing the paragraphs of the 10th dimension which is the result as per Baldrige Scale to be able to compare the natural analysis of the response of the academic sample and the side-effect analysis of the value of the results, which corresponds to the studies of Alshuwaikhat and Mohammed (2017) and Khashan (2017) and the impact of the two groups on a critical dimension, leadership, which was highlighted earlier in the study based on domains of Ahumada, Galdames, and Clarke (2016), Gough et al (2016), Hooley (2017), KSA (2016), Muna (2017), Paffenhöfer and Browman (2017), and Rae (2017).…”

Put Your Big Girl Knickers on! The Experiences of Two Female Leaders in New Zealand Primary Schools Turning Schools Around

“…Countervailing pressures associated with cultural (Cavanagh et al, 2012), socio-economic (Ahumada et al, 2016), societal and political considerations and issues (Goldstein and Woodhouse, 2000) can be school stressors, affecting some schools to greater or lesser extent than others (Reynolds, 1995;Tomlinson, 1997;Nicolaidou and Ainscow, 2005;Muijs, 2014). School leaders may also experience countervailing pressures based on societal assumptions of who a leader is and this may include assumptions based on leaders inherited characteristics such as about gender, culture, and race.…”