Why So Difficult? Exploring Negative Relationships between Educational Leaders: The Role of Trust, Climate, and Efficacy

Daly, Alan J.; Moolenaar, Nienke; Liou, Yi-Hwa; Tuytens, Melissa; Fresno, Miguel del

doi:10.1086/683288

Cited by 20 publications

(25 citation statements)

References 83 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Network homophily studies indicate that a dyad (i.e., a pair of individual actors) is more likely to develop and maintain a social relationship if both actors in the dyad share similar characteristics, such as gender, workplace department/unit, or educational level and beliefs (Daly et al, 2015;Marsden, 1988;Reagans & McEvily, 2003). Therefore, attitudinal similarity in job satisfaction between leaders may be viewed as an indicator of mutually shared feelings about work (Cross et al, 2003;Kramer, 1999), which in turn may be positively associated with the likelihood of having an energy relationship.…”

Section: Job Satisfactionmentioning

confidence: 99%

“…Research in education has provided limited evidence of gender differences among male and female educators in terms of the amount of relationships they possess (e.g., Daly et al, 2015;Moolenaar et al, 2014). Yet, studies have suggested gender differences in educational leadership style, with women tending to engage in more transformational leadership styles and men interacting on a more transactional basis (Ostos, 2012).…”

Section: Therefore Hypothesize That District Office Leaders Will Havementioning

confidence: 99%

“…Gender similarity between leaders may affect their likelihood to develop social relationships (e.g., Daly et al, 2015;Spillane et al, 2012). Often, organizations are found to be segregated across gender lines (McGuire, 2000), and in education, studies found that same-gender work relations are more frequent and intense than relationships with the opposite gender (Heyl, 1996).…”

Section: Increased Likelihood Of Sending and Receiving Energy Ties Thmentioning

confidence: 99%

“…Finally, the likelihood of forming an energy tie may also be affected by the demographic characteristic of seniority, or years of experience in a particular organization (cf., Lazega & Van Duijn, 1997). In educational settings, recent work suggests that more experienced educators, who have had more opportunities to develop and strengthen relationships, tend to have more social relationships and possess more diverse networks than less experienced educators (Daly et al, , 2015 …”

Section: Gender (Hypothesis 8)mentioning

confidence: 99%

See 3 more Smart Citations

Social Red Bull: Exploring Energy Relationships in a School District Leadership Team

Daly

Liou

Brown

2016

Harvard Educational Review

Self Cite

View full text Add to dashboard Cite

Educational leaders have long been expected to be not only effective leaders, but also motivators who can move change efforts forward. Although there has been attention paid to the role of "effective" leaders, much less work has contributed to "affective" relations between and among educational leaders. In this study we explore the idea of positive affective arousal through "energy relationships" between and among a district leadership team. "Energizers" in social systems have been associated with positive individual and organizational outcomes, but are rarely studied in education. Drawing on theories of social networks and using multilevel network modeling, findings suggest that perceptions of job satisfaction, innovative climate, and leader efficacy, as well as work experience and gender help explain the likelihood of sending, receiving, and sharing energy relationships. Implications are discussed.

show abstract

Section: Job Satisfactionmentioning

confidence: 99%

Section: Therefore Hypothesize That District Office Leaders Will Havementioning

confidence: 99%

Section: Increased Likelihood Of Sending and Receiving Energy Ties Thmentioning

confidence: 99%

Section: Gender (Hypothesis 8)mentioning

confidence: 99%

See 2 more Smart Citations

Social Red Bull: Exploring Energy Relationships in a School District Leadership Team

Daly

Liou

Brown

2016

Harvard Educational Review

Self Cite

View full text Add to dashboard Cite

show abstract

“…El trabajo futuro podría considerar investigar la implicación del cambio en lazos de agentes individuales con respecto a la cantidad por el intercambio total de ideas innovadoras, así como la calidad de dicho intercambio. En segundo lugar, sólo examinamos la relación positiva que un líder tiene con los demás con respecto a la alta propensión a correr riesgos en las actividades, reconocemos la consecuente influencia de las relaciones negativas sobre cambio organizacional (Daly, Moolenaar y Liou, Tuytens y Del Fresno, 2015;Uzzi y Dunlap, 2012). Por ejemplo, en nuestro caso, podríamos examinar el patrón relacional de líderes que designaron a otros como alguien que es menos probable que tome riesgos en ideas innovadoras y controlar aún más el cambio de tales conductas con aversión al riesgo.…”

Section: Limitaciones Del Estudiounclassified

Difusión de la innovación: la red social y el enfoque de aprendizaje organizativo para la gobernanza de un equipo de liderazgo de todo el distrito

Liou

Daly

2016

Ped Soc. Rev Int

Self Cite

View full text Add to dashboard Cite

RESUMEN: Los líderes de distrito y las escuelas son esenciales para liderar las mejoras de todo distrito, ya que cada vez generan más cambios y mejoras para la innovación educativa y la excelencia. Mientras que la gobernanza del distrito convencional se centra bási-camente en cuestiones técnicas y administrativas como el desarrollo de políticas, supervisión y el seguimiento del progreso, en muchas ocasiones este enfoque técnico deja de lado la base que impulsa a la mejora: la infraestructura social formada por las relaciones interpersonales. En respuesta a los últimos itinerarios universitarios que reclaman una aproximación en red a la gobernanza, este estudio examinó el esfuerzo de cambio de un equipo directivo de un distrito en momentos en el tiempo basándose en la teoría de redes sociales y el análisis centrado en la gobernanza del distrito. Nos centramos principalmente en el tipo de relación interpersonal con líderes comprometidos para compartir e intercambiar ideas innovadoras y cómo estos esfuerzos pueden apoyar una mejor gobernanza. Además, se analizó el aprendizaje organizacional como una forma de examinar el clima para apoyar los esfuerzos innovadores de todo el distrito durante el proceso de cambio. Los resultados que extrajimos de los líderes indican que con el paso del tiempo se produce un incremento de comportamientos innovadores y una mejora del clima percibido en un aprendizaje organizacional. Los resultados sugirieron que con el tiempo los líderes incrementaron las conexiones asumiendo riesgos, independientemente de su nivel de trabajo. Esta creciente conectividad en innovación coincidió con un aumento en la percepción del clima de aprendizaje del distrito por parte de los líderes, lo que sugiere una aproximación coherente a la gobernanza y mejora.ABSTRACT: District and school leaders play particularly important roles in leading districtwide improvement, as they are increasingly held accountable for bringing about change and improvement for educational innovation and excellence. While conventional districtwide governance places much of its focus on technical and administrative matters such as policy development, supervision, and monitoring progress. This technical focus often overlooks the fundamental aspect that drives the progress of improvement-the social infrastructure shaped by interpersonal relationship. Responding to recent scholarships that calls for a networked approach to governance, this study examined the change effort of a districtwide leadership team over three points in time drawing on social network theory and CONTACTAR CON LOS AUTORES: Susana María Garcia Vargas. C/ Fenelon, 5,

show abstract

A comprehensive view of trust in education: Conclusions from a systematic literature review

Niedlich

Kallfaß

Pohle

et al. 2020

Review of Education

View full text Add to dashboard Cite

Trust is considered to be a crucial element of social cohesion. At the same time, as research has shown, education can be understood as an important precondition of trust. Furthermore, contextual conditions are important for the development of trust. In spite of this, the role of trust in the multi‐level education system has been scarcely investigated. This paper introduces a comprehensive model of trust in the education system, based on a systematic literature review of 183 recent peer‐reviewed articles following a thematic and interpretive review approach. The suggested model consists of four interconnected elements (generalised trust, educational governance, educational settings, educational attainment). By introducing a comprehensive model of trust in multi‐level education systems the paper aims at opening up perspectives for future theoretically driven, interdisciplinary comparative research that may shed further light on the role of trust in education systems. The paper proceeds as follows. First, trust is discussed as a complex subject in research, policy and practice in multi‐level education systems, and key research questions are derived from this. Second, the methodology of the systematic literature review is explained. Third, results from the literature review are presented, focusing on three domains of trust and their interrelations. Fourth, the comprehensive model of trust in multi‐level education systems is introduced. The fifth section discusses the findings and explores how future research could advance a comprehensive understanding of trust in education.

show abstract

Why So Difficult? Exploring Negative Relationships between Educational Leaders: The Role of Trust, Climate, and Efficacy

Cited by 20 publications

References 83 publications

Social Red Bull: Exploring Energy Relationships in a School District Leadership Team

Social Red Bull: Exploring Energy Relationships in a School District Leadership Team

Difusión de la innovación: la red social y el enfoque de aprendizaje organizativo para la gobernanza de un equipo de liderazgo de todo el distrito

A comprehensive view of trust in education: Conclusions from a systematic literature review

Contact Info

Product

Resources

About