US Contexts of/for Educational Leadership

Demerath, Peter; Louis, Karen Seashore

doi:10.1002/9781118956717.ch24

Cited by 3 publications

(3 citation statements)

References 18 publications

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“…As Demerath and Louis (2017) state, “US principals work in between national, state, district and school-level policy pressures and increasingly assume mediating roles in translating external policy directives into their schools” (p. 454).Their role is therefore crucial for the effective implementation of new accountability policies. Some preliminary reviews indicate that many states have acknowledged the scientific basis of leadership for learning, using it as an impetus to address ESSA implementation (Darling-Hammond & Plank, 2015; Young et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Finally, a third important aspect in the current debate on accountability, leadership, and school improvement concerns the recognition of leadership as the competency of the entire school as an organization (Harris, 2013; Marks & Printy, 2003; Ogawa & Bossert, 1995). In Italy, as in the United States (Demerath & Louis, 2017), increased accountability has expanded and intensified the work of principals, making it necessary to distribute decision-making across school personnel. Often in the debate around this theme, this distribution is intended strictly as a problem of top-down delegation of decision-making powers in a managerial hierarchy that starting from the principal unfolds—through a formal exercise of authority—by figures such as the vicar and other direct collaborators.…”

Section: Discussionmentioning

confidence: 99%

“…Its introduction in the aforementioned context has raised the question of how principals interpret their role: whether the NES becomes an additional administrative task to fulfil or represents an opportunity to shift attention to improving teaching and learning. As Demerath and Louis (2017) state, referring to Lipsky (1980), “principals function very much as street-level bureaucrats, who interpret the policy on the ground, through their everyday practices, in order to meet the needs of various stakeholders” (p. 454). Therefore, the effective implementation of education policies and the practical relevance of accountability system for school improvement (Mintrop & Trujillo, 2007) depend on the beliefs, attitudes and behaviors of the principals (Demerath & Louis, 2017).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

How Principals Use a New Accountability System to Promote Change in Teacher Practices: Evidence From Italy

Paletta

Ferrari

Alimehmeti

2019

Educational Administration Quarterly

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Purpose: In Italy, only recently education policy makers have introduced a requirement for schools to implement the processes of self-evaluation, strategic planning and results’ reporting. In this article, we aim to explore how the new leadership approach of school principals in the context of the introduction of the new accountability system is affecting the practices of teachers. Research Method: Using quantitative data from an empirical study focused on the primary and secondary schools involved in a ministerial pilot project “School Evaluation and Development,” (VALES), we employ multilevel structural equation modelling to test the relationships among principal leadership, school capacity building (represented by the variables such as teacher self-efficacy, instructional leadership of teachers, collaborative culture and supportive learning climate) and change in teachers’ professional practices as well as teaching methods. Findings: A positive indirect relationship between principal leadership and change in teachers’ practices and methods is shown. The indirect effects are mainly a result of increased teachers’ instructional leadership. Implications: The research suggests that principals have a central role in building organizational capacity for school improvement by using self-evaluation and improvement processes. Moreover, the sharing of leadership with teachers appears to be crucial in promoting change in teaching and teacher commitment to improving professional practices. Results of this study draw attention to the following aspects: the importance of promoting principals’ leadership for learning development, adoption of a balanced approach to principals’ performance evaluation, and fostering the distribution of leadership in schools.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

How Principals Use a New Accountability System to Promote Change in Teacher Practices: Evidence From Italy

Paletta

Ferrari

Alimehmeti

2019

Educational Administration Quarterly

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The emotional ecology of school improvement culture

Demerath

2018

JEA

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Purpose The purpose of this paper is to understand how high-performing schools develop and sustain improvement culture. While school culture has consistently been identified as an essential feature of high-performing schools, many of the ways in which culture shapes specific improvement efforts remain unclear. The paper draws on new research from social cognitive neuroscience and the anthropology and sociology of emotion to account for the relative impact of various meanings within school culture and how school commitment is enacted. Design/methodology/approach The analysis here draws on three years of ethnographic data collected in Harrison High School (HHS) in an urban public school district in River City, a large metropolitan area in the Midwestern USA. Though the school’s surrounding community had been socioeconomically depressed for many years, Harrison was selected for the study largely because of its steady improvement trajectory: in December, 2013, it was deemed a “Celebration” school under the state’s Multiple Measurement Rating system. The paper focuses on a period of time between 2013 and 2015, when the school was struggling to implement and localize a district-mandated push-in inclusion policy. Findings Study data suggest that the school’s eventual success in localizing the new inclusion policy was due in large part to a set of core interlocking feedback loops that generated specific emotionally charged meanings which guided its priorities, practices and direction. Specifically, the feedback loops explain how staff members and leaders generated and sustained empathy for students from disadvantaged backgrounds, optimism in their capabilities and motivation to help them learn and flourish. Furthermore they show how school leaders and staff members generated and sustained confidence and trust in their colleagues’ abilities to collaboratively learn and solve problems. Originality/value The model of the school’s emotional ecology presented here connects two domains of educational practice that are frequently analyzed separately: teaching and learning, and organization and leadership. The paper shows how several key features of high-performing schools are actually made and re-made through the everyday practices of leaders and staff members, including relational trust, academic optimism and collective efficacy. In sum, the charged meanings described here contributed to leaders’ and staff members’ commitment to the school, its students and each other – and what Florek (2016) has referred to as their “common moral purpose.”

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Liderazgo Escolar y sus Efectos Organizacionales en Procesos de Mejora Educativa

Alcaide-Aranda

Alcaide

2023

SEECI

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Esta investigación presenta el análisis de las prácticas de liderazgo de directores al interior de sus establecimientos educacionales en Chile, desde sus autopercepciones y las opiniones de los profesores a su cargo para evidenciar si estos tipos de liderazgo se relacionan con los efectos organizacionales en procesos de mejora educativa. El diseño no experimental de estudio correlacional y transversal permitió analizar los datos recogidos después de la aplicación de dos instrumentos: Cuestionario Multifactorial sobre Liderazgo transformacional de Bass y Avolio y el Inventario de liderazgo instruccional propuesto por Alig-Mielcarek, para luego comparar las relaciones entre estos liderazgos de manera independiente e integrada con los efectos organizacionales. Entre los resultados, resalta el encontrar que el liderazgo transformacional presenta una relación significativa con los efectos organizacionales al igual que el liderazgo instruccional y que ambos presentan cifras muy similares tanto de manera independiente e integrada, por ende se halló que no presentan diferencias significativas en la valoración de los encuestados con respecto a las relaciones de los dos liderazgos escolares con los efectos organizacionales por el contrario los dos liderazgos se integran. Se concluyó que la importancia de esta investigación reside en que permitió contribuir con evidencia fidedigna con respecto a la influencia que ejercen los directores(as), que desarrollan las categorías del estilo de liderazgo instruccional y/o del estilo de liderazgo transformacional tanto de modo independiente como de modo integrado y sinérgico al momento de relacionarse con los procesos de mejora educativa y con los efectos organizacionales importantes para los procesos de cambio.

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US Contexts of/for Educational Leadership

Cited by 3 publications

References 18 publications

How Principals Use a New Accountability System to Promote Change in Teacher Practices: Evidence From Italy

How Principals Use a New Accountability System to Promote Change in Teacher Practices: Evidence From Italy

The emotional ecology of school improvement culture

Liderazgo Escolar y sus Efectos Organizacionales en Procesos de Mejora Educativa

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