Comparing School Leadership Practices in Germany and the United States:

2021 ◽  
pp. 31-46
Author(s):  
Stefan Brauckmann-Sajkiewicz ◽  
Petros Pashiardis ◽  
Ellen Goldring
Keyword(s):  
United States ◽  
School Leadership ◽  
Leadership Practices ◽  
The United States ◽  
School Leadership Practices

School leadership practice across international policy contexts: Organizational roles and distributed leadership in Denmark and the United States

2018 ◽  
Vol 48 (2) ◽  
pp. 324-352
Author(s):  
Marsha E Modeste ◽  
Søren Buhl Hornskov ◽  
Helle Bjerg ◽  
Carolyn J Kelley
Keyword(s):  
United States ◽  
School Leadership ◽  
Distributed Leadership ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
Daily Practice ◽  
The United States ◽  
Leadership Practice ◽  
Multilevel Confirmatory Factor Analysis ◽  
The Us

This comparative analysis applies a distributed leadership framework to data from teachers and leaders taking the Comprehensive Assessment of Leadership for Learning (CALL). Because the policies educators in Denmark and the United States respond to in their daily practice are related through the transnational policy borrowing process, we are better able to understand how these policies impact educators in their respective countries by comparing their leadership practice through a shared lens: the CALL framework. In this exploratory analysis, we take a comparative perspective by asking: How does distributed leadership practice compare in the US and the Danish contexts of schooling? And: How do views on leadership practice vary according to professional roles in specific national and local (school) contexts? Our conceptual framework has three components: neoinstitutional theory, translation theory, and distributed leadership. We use multilevel confirmatory factor analysis and t-tests with SY2015–2016 CALL data to compare and contrast the pattern of leadership practices teachers and school leaders take-up in Danish and US schools. We found that the leadership practices aligned to a school-wide focus on learning are closely associated with the work of monitoring teaching and learning and building nested learning communities, particularly in the US context of schooling.

Learning to Transform Through Interplay Between the Confucian and Western Cultural Heritages: A Case Study of School Leadership Development in Beijing, China

2019 ◽  
Vol 18 (2) ◽  
pp. 163-182 ◽  
Author(s):  
Haijun Kang ◽  
Qi Sun ◽  
Lei Lyu
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
Leadership Practices ◽  
School Leaders ◽  
Development Program ◽  
Local School ◽  
School Leadership Development ◽  
School Leadership Practices ◽  
Beijing China

Taking a case study approach and utilizing Hoggan’s transformative learning (TL) typology and criteria as a framework, we examined the self-reported TL experiences of 12 local school leaders in Beijing, China. These local school leaders gained cross-cultural learning from a school leadership development program that was designed to prepare school leaders for education internationalization. Our data analysis indicated that these 12 local school leaders had experienced significant changes in their educational epistemology, self-identity, and school leadership practices. Further examining these changes at the intersection of the Confucian and Western cultural heritages, we discovered that these school leaders had developed an integrated approach to education, started to consciously reflect on what their social- and self-identities entail, and began the process of transitioning from conservative to appreciative school leadership practices.

Analyzing abusive school leadership practices through the lens of social justice

2019 ◽  
Vol 33 (4) ◽  
pp. 546-555
Author(s):  
Shuti Steph Khumalo
Keyword(s):  
Social Justice ◽  
School Leadership ◽  
School Performance ◽  
Leadership Practices ◽  
Social Institutions ◽  
Teacher Behavior ◽  
Content Type ◽  
Depth Analysis ◽  
Conceptual Paper ◽  
School Leadership Practices

Purpose The present study contributes to the growing body of research on abusive supervision in school settings, particularly by principals. School leadership (principal) behavior has been a topical issue for decades in educational research. This paper attempts to add to scholarly knowledge in the area of school leadership and specifically the effect of abusive school leadership on organizational productivity and organization citizen behavior. Put succinctly, the purpose of this paper is to examine the implications of abusive school leadership on school performance and teacher behavior. Abusive leadership is attributable to behavior that is deviant, antisocial and counter-productive and that which is uncivil. Design/methodology/approach In examining abusive school leadership behavior and its effect on school performance and teacher behavior, this conceptual paper draws heavily from an in-depth analysis of extant scholarship and uses Rawls theory of social justice as a conceptual tool. Social justice theorists believe that social institutions are embedded with immense responsibility of dispensing justice, fairness and equity. Findings Building from these relevant literatures and grounding the argument from the Rawlsian perspective of social justice, it can be argued that abusive school leadership perpetuates unfair and unjust practices toward teachers, which negatively affects performance. Literature reviewed convincingly indicates that abusive tendencies are practiced in school by school leadership. Further, these abusive practices negatively impact on the following: teacher productivity, teacher turnover and, finally, staff members’ well-being and health. The findings confirm that these practices perpetuate social injustice. Schools are social institutions and have to ensure that justice is served on all members of the organization, and, for this reason, Rawls (1971) argues that justice is the first virtue of social institutions. Practical implications The findings of this study have a number of important implications for future practice. It is critical in this study to suggest that in trying to deal with scourge, tougher measures need to be taken by various education departments to ensure that the problem is dealt with effectively. One of the interventions that is suggested is tougher policy positions on matters related to abusive leadership. In education departments that have legislation regarding consequences regarding abusive school leadership practices, tougher action should be taken against leadership which practice abuse. Originality/value School leadership is a highly contested research space and this conceptual paper is of great value because it adds to the already existing insights and understanding in abusive leadership in educational settings. This paper is of great significance because it focuses on the effect of abusive school leadership on teachers’ behavior and school performance.

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