Pengembangan Pendidikan Formal: Studi Kebijakan Kepemimpinan Kiai di Pondok Pesantren Tarbiyatul Ummah Muaro Jambi

This research is based on a strong tendency in pesantren to consolidate institutional organizations, particularly on aspects of leadership and management. This research uses descriptive qualitative methods by reviewing the kiai leadership policy in the development of formal education at SMP IT Pondok Pesantren Tarbiyatul Ummah Muaro Jambi. The results showed that kiai policy in the development of formal education was carried out by adjusting the conditions of boarding schools and considering various ideas / suggestions to be mutually agreed upon. While in formulating its policy, kiai involves all administrators of educational institutions and gives authority to implement policies that have been decided. The implementation of the policy is socialized through meetings with institutions to strengthen the flow of information on the policies to be implemented.

Instructional leadership in sub-Saharan Africa: policy and practice

PurposeThe purpose of the paper is to report the findings of a synthesis of literature reviews and stakeholder interviews conducted in Nigeria, Sierra Leone, Sudan, Tanzania, Zambia and Zimbabwe. The synthesis provides an overview of instructional leadership policy and practice in these six countries.Design/methodology/approachThis paper reports the findings of a systematic literature review, and participant interviews, in six sub-Sahara African countries. The research links to the British Council's initiative to develop instructional leadership in developing contexts, including the six countries featured in this submission.FindingsThe findings show diverse policy and practice of instructional leadership in these African contexts. Three have no explicit policies on this important leadership construct, while the others have relevant policy statements but limited evidence of instructional leadership practice.Research limitations/implicationsThe research provides an overview of instructional leadership policy and practice in these six countries, but more school-based research is required to develop grounded evidence on whether and how this is practiced. The pandemic inhibited such school-based research in 2020. The study provides emerging evidence of the impact of instructional leadership on school and student outcomes, confirming what is known from international research.Practical implicationsDeveloping awareness of how instructional leadership can improve student learning, linked to appropriate training, could lead to more effective schools.Social implicationsThe Sustainable Development Goals stress the importance of high quality education for economic and social development. Leadership is an important aspect of quality, and the research reported in this paper shows the potential for instructional leadership to enhance student learning.Originality/valueThis is the first cross-national study of instructional leadership in sub-Saharan Africa.

Between center and periphery: instructional leadership in Israeli rural schools

PurposeInstructional leadership is a major part of the responsibility of principals who achieve promising results in school improvement. This paper aims to explore the inhibiting factors for instituting instructional leadership in elementary schools located in rural areas in Israel.Design/methodology/approachThe participants of this qualitative study were a diverse sample of 64 rural school principals. Data were collected through semi-structured interviews. Data analysis proceeded in a three-stage process that involved condensing, coding and categorizing.FindingsThis study revealed that rural principals refrain from practicing instructional leadership because of two specific inhibiting factors: relationships within the community, which make it difficult for them to implement a school leadership policy that includes monitoring and control and characteristics of parents, who disagree with the instructional leadership's emphasis on learning and achievement.Originality/valueThe findings of this reinforce argument that propose context as an under-used theoretical lens for understanding differences in principals' practices across different contexts.

THE PARADOX OF SERVITUDE: A SOCIO-POLITICAL READING OF EMEKA NWABUEZE’S A PARLIAMENT OF VULTURES

This paper seeks to illustrate that African politicians are not motivated by the call to serve, but are rather interested in amassing wealth, power and positions for themselves. Patterns of bad governance which have sunk into the marrow of political vultures causing countries to wallow in socio-political and economic degradation are equally identified. The paper further contends that the socio-political perspective can be transformed if the masses choose to rise against “political vultures” who desecrate the servant-leadership policy. Consequently, this paper advocates a servant-leadership approach as a major prerequisite for leadership scramble for the socio-political and economic buoyancy of the society. Adopting contextual analysis as its analytical standpoint, the paper, through the lens of servant-leadership theory, elaborates the fact that A Parliament of Vultures exhibits common realities in Nigeria’s political landscape as well as the projection of drama as a channel of raising awareness and conscientizing the people, hence, the place of theatre of conscientization in Nigerian dramaturgy.

What Leaders Say versus What They Do: Inclusive Leadership, Policy-Practice Decoupling, and the Anomaly of Climate for Inclusion

Inclusion is increasingly recognized as a critical leadership issue, yet research points to effectiveness variability among diversity and inclusion initiatives, indicative of potential policy-practice decoupling. Drawing on climate theory, we develop supervisors’ inclusive leadership and climate for inclusion and introducing CEO’s inclusive leadership and group diversity as moderators. To gain a deep understanding of decoupling, we use a multilevel approach and include in our model both top level leadership (CEOs), where espoused policies are determined, and group level leadership (supervisor), where enacted behaviors are experienced. We offer a novel perspective on climate theory for inclusion, which we have identified as “the anomaly of climate for inclusion.” Unlike other organizational climate facets, inclusion climate is shaped not only by the shared experiences of group members but also by their identities. Individuals from minority or underrepresented groups might experience decoupling in ways that are similar to other members from the same identity group even if they belong to different work groups. Our model, therefore, explains the process in which leaders create inclusive climate and point to boundary conditions in the process. We focus on two climate indicators: climate level and climate strength, and indicate that both are essential for understanding inclusion climate. Our conceptual model suggests that truly inclusive leaders would succeed at minimizing policy-practice coupling as perceived by all group members, not just historically dominant or high-status members. Implications for practice and future research are discussed.

Association Between Preparedness and Response Measures and COVID-19 Incidence and Mortality

The COVID-19 pandemic is the most disruptive global health threat in a century. We analyzed publicly available data on preparedness capacity, COVID-19 incidence and mortality, governance, and testing. Although other analyses have suggested that preparedness assessments do not correlate with effective pandemic response, we found that testing rates correlate with both COVID-19 incidence and mortality and strongly correlated with country preparedness capacity as measured by the Joint External Evaluation (JEE). There is a statistically significant association between preparedness capacities and COVID-19 case incidence and an independent association between governance and COVID-19 case and mortality rates. Legislation, surveillance, and risk communication capacities were associated with lower COVID-19 case incidence and mortality. Preparedness and governance are independently associated with COVID-19 pandemic severity. Preparedness capacities are not sufficient — capacity and governance are both critical to pandemic control. Countries must improve public health systems and implement strong government leadership.Article SummaryCountry preparedness capacities and country leadership policy response (governance) are both critically important to control pandemics. Without appropriate policy action, public health preparedness is insufficient for effective pandemic response.